Bibliography of publications related to Hybrid-Flexible course designs (by any name, not just HyFlex). Hybrid-Flexible course designs provide instruction in a classroom and in at least one online mode (synchronous or asynchronous) and allow students to choose their mode of participation for each class session.
This bibliography is representative, not exhaustive. Suggest an addition: [form opens in new tab]
Chicca J. (2021). Designing Courses Using the HyFlex Model. Nurse educator, 10.1097/NNE.0000000000000991. Advance online publication. https://doi.org/10.1097/NNE.0000000000000991
Keywords: COVID-19, instructional strategies, nursing
Furse, C. and Ziegenfuss, D. (2021). Chapter 11. HyFlex Flipping: Combining in-person and on-line teaching for the flexible generation. In K. T Selvan and K. F. Warnick (Eds.)Teaching Electromagnetics: Innovative approaches and pedagogcial strategies (1st ed). CRC Press: Boca Raton, FL. pp. 201-218. https://doi.org/10.1201/9781003149231
Keywords: HyFlex, Flipped
Heilporn, Géraldine, & Lakhal, Sawsen. (2021). Converting a graduate-level course into a HyFlex modality: What are effective engagement strategies? The International Journal of Management Education, 19(1), 100454. https://doi.org/10.1016/j.ijme.2021.100454
Keywords: Higher education, Online and blended learning, HyFlex, Student engagement, Instructional strategies
Irvine, V. (2020). The Landscape of Merging Modalities. EDUCAUSE Review, 55(4). https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities.
Keywords: Blended Learning, Learning Environments, Online Learning
Jongmuanwai, B., Simmatun, P., Teemueangsa, S., and Jedaman, P. (2021). Factors and Needs Assessment of Hyflex Learning with Science Activity Base For Strengthen Critical Thinking. Journal of Physics. Conference Series, 1835(1). https://doi.org/10.1088/1742-6596/1835/1/012095
Keywords: Science, HyFlex, needs assessment
Jongmuanwai, B., Simmatun, P., Teemueangsa, S., and Jedaman, P. (2021). Models of Hyflex Learning a Having Activities Base Via Constructionism for Enhancing as Critical Thinking of Undergraduate Students’. Annals of the Romanian Society for Cell Biology, 25(6), pp. 393 – 403. Retrieved from https://www.annalsofrscb.ro/index.php/journal/article/view/5302
Keywords: HyFlex, Science, Constructionism, Critical Thinking, Factors Model
Kohnke L. and Moorhouse, B. L. (2021) Adopting HyFlex in higher education in response to COVID-19: students’ perspectives, Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2021.1906641
Keywords: HyFlex, COVID-19, online learning, Zoom, higher education
Lohmann, M. J., Randolph, K. M., and Oh, J. H. (2021). Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early Childhood Education Journal, DOI: 10.1007/s10643-021-01201-5
Keywords: Classroom management, Hyflex, Online learning, K12
MacIntyre, C.R., Costantino, V., Bian L., and Bethel, C. (2021) Effectiveness of facemasks for opening a university campus in Mississippi, United States – a modelling study, Journal of American College Health, DOI: 10.1080/07448481.2020.1866579
Keywords: campus, college, COVID-19, facemask, students
Miller, A. N., Sellnow, D. D., and Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. https://doi.org/10.1080/03634523.2020.1857418
Raman, R., Sullivan, N., Zolbanin, H., Nittala, L., Hvalshagen, M., & Allen, R. (2021). Practical Tips for HyFlex Undergraduate Teaching During a Pandemic. Communications of the Association for Information Systems, 48, pp. 218-225. https://doi.org/10.17705/1CAIS.04828
Keywords: HyFlex Teaching, Undergraduate Teaching, COVID-19, Practical Teaching Tips, Group Work, Actionable Tips
BohatyretsV. (2020). Benefits of HyFlex learning in creating a positive students’ experience. Mediaforum, 8, 165-172. Retrieved from https://journals.chnu.edu.ua/index.php/mediaforum/article/view/174
Keywords: HyFlex teaching/learning, students, Covid-19, flexibility, adaptability, positive experience, hybrid online course
Ensmann, S.Y., Gomez-Vasquez, L., Sturgill, R., and Whiteside, A. L. (2020). A Pandemic Case Journal of One Higher Education Institution. Quarterly Review of Distance Education, 21(3), 19–22. https://eric.ed.gov/?id=EJ1289266
Keywords: Pandemics, COVID-19, Educational Technology, Technology Uses in Education, Online Courses, Blended Learning, Higher Education, College Students, College Faculty, Teacher Role
Keiper, M. C., White, A., Carlson, C. D. and Lupinek, J. M. (2020) Student perceptions on the benefits of Flipgrid in a HyFlex learning environment, Journal of Education for Business, DOI: 10.1080/08832323.2020.1832431
Keywords: Hybrid flexible methodology, HyFlex, learning technology, online learning, student perceptions
Lakhal, S., Mukamurera, J., Bédard, ME. et al. Features fostering academic and social integration in blended synchronous courses in graduate programs. Int J Educ Technol High Educ 17, 5 (2020). https://doi.org/10.1186/s41239-020-0180-z
Keywords: Blended synchronous courses, Blended synchronous learning, Academic integration, Social integration, Higher education
* Magna Publications. (2020). Strategies that work in Traditional and HyFlex classrooms (many strategies to choose from, many authors). The Journal of Faculty Development; Madison, 34(3), pp. 58-98.
Naffi, N. (2020). The Hyber-Flexible Course Design Model (HyFlex): A Pedagogical Strategy for Uncertain Times. International Journal of Technologies in Higher Education, 17 (2), p. 136-143. https://doi.org/10.18162/ritpu-2020-v17n2-14
Rhoads, D. D. (2020). Traditional, Online or Both? A Comparative Study of University Student Learning and Satisfaction Between Traditional and Hyflex Delivery Modalities. Dissertation Concordia University Irvine, 2020, 148; 27995688. https://www.proquest.com/docview/2410811261/DA7CDFEFEF7341ECPQ/14
Zemeckis, D. R. (2021). Offering a Hyflex Fisheries Science Course for Stakeholders of New Jersey’s Fisheries. Journal of Extension, 58(1), Article 10. https://tigerprints.clemson.edu/joe/vol58/iss1/10
Keywords: fisheries management, fisheries science, Hyflex, webinar
The bibliography entries below (most 2019 and earlier) are reused from Appendix A. of the HyFlex book (published under a CC-BY license).
Reference: Beatty, B. J. (2019). Bibliography of Hybrid-Flexible Literature (using various terms). In B. J. Beatty (Ed.), Hybrid-Flexible Course Design. EdTech Books. https://edtechbooks.org/hyflex/biblio
Abdelmalak, M. (March, 2013). HyFlex course design: A case study of an educational technology course. Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference, New Orleans, LA USA. https://www.slideshare.net/mariamabdelmalak58/hy-flex
Abdelmalak, M. (2014). Towards Flexible Learning for Adult Students: HyFlex Design. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014–Society for Information Technology & Teacher Education International Conference (pp. 706-712). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2019 from https://edtechbooks.org/-VxGa.
Abdelmalak, M., Parra, J. (2016, October) Expanding Learning Opportunities for Graduate Students with
HyFlex Course Design. International Journal of Online Pedagogy and Course Design 6(4). https://www.researchgate.net/publication/305347642_Expanding_Learning_Opportunities_for_Graduate_Students_with_HyFlex_Course_Design
Abdelmalak, M. M., & Parra, J. L. (2018). Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students. In R. Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp. 298-317). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-5466-0.ch015
Alexander, M.M., Lynch, J.E., Rabinovich, T., & Knutel, P.G. (2014). Snapshot of a hybrid learning environment. The Quarterly Review of Distance Learning, 15(1), 9-21.
Keywords: educational environment, blended learning, h igher education, online courses, web based instruction, deliery systems, student satisfaction, academic persistence, asynchronous communication, synchronous communication, educational technology, chalkboards, student surveys, feedback (response)
Beatty, B. (2006, October) Designing the HyFlex World- Hybrid, Flexible Classes for All Students. Paper presented at the Association for Educational Communication and Technology International Conference, Dallas, TX.
Beatty, B. (2007). Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007–World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2701-2706). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-ohe.
Beatty, B. (2007, October). Hybrid Classes with Flexible Participation Options – If you build it, how will they come? Proceedings of the Association for Educational Communication and Technology International Conference, Anaheim, CA.
Beatty, B. (2007, November). Blended Learning for Students with Choice: The HyFlex Course and Design Process. Peer-reviewed paper presented at the Thirteenth Sloan-C International Conference on Online Learning, Orlando, FL.
Beatty, B. (2008). HyFlex Delivery for US Army Counter Insurgency (COIN) Training Applications. In Lickteig, C. W., Bailenson, J., Beatty, B., Dunleavy, M., Graham, C. R., Kozlowski S.W., & Mayer, R. E. Innovative Training Methods for the Contemporary Operating Environment: Contributions from the Consortium Research Fellows Program (ARI Special Report). Arlington, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.
Beatty, B. (2008). Sloan Consortium Effective Practice Award: Using the “HyFlex” Course and Design Process. Retrieved 04/04/2016 from https://edtechbooks.org/-Zvd
Beatty, B. (2009, October). Student Self-reflections on Learning in a Hybrid Course Environment: Do Participation Mode Differences Lead to Differences in Reflections? Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Louisville KY.
Beatty, B. (2011, November). HyFlex Course Design: A Summary Report on Five Years of Implementation. Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Jacksonville, FL.
Beatty, B. (2012, April). HyFlex Course Design: The Advantages of Letting Students Choose the Blend. Peer-reviewed paper presented at Sloan-C Blended Learning Conference, Milwaukee, WI.
Beatty, B. J. (2014). Hybrid courses with flexible participation – The HyFlex Course Design. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 153-177). Hershey, PA: IGI Global.
Beatty, B. J. (2019). Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes. EdTech Books. Available online: https://edtechbooks.org/hyflex/
Beatty, B., Littlefield, C., Miller, J., Rhoads, D., Shaffer, D., Shurance, M. and Beers, M. (2016, April) Hybrid Flexible Course and Program Design: Models for Student-Directed Hybrids. Paper and panel session presented at the OLC Innovate 2016 Conference, New Orleans, LA.
Bell, J., Sawaya, S., & Cain, W. (2014). Synchromodal classes: Designing for shared learning experiences between face-to-face and online students. International Journal of Designs for learning, 5(1), 68-82.
[French language] Bergeron, M.-H. (2014). Innovating to promote access to higher education in rural areas. Pédagogie Collégiale Vol. 27, No 4, Summer 2014. Retrieved from http://aqpc.qc.ca/sites/default/files/revue/Bergeron-Vol_27-4.pdf.
Binnewies, S., Wang, Z. (2019) Challenges of Student Equity and Engagement in a HyFlex Course. In C. Allan, C. Campbell, and J. Crough (Eds.) Blended Learning Designs in STEM Higher Education: Putting Learning First (pp. 209-230). Singapore: Springer Nature
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22, pp. 1-18. doi:https://doi.org/10.1016/j.edurev.2017.06.001
Bower, M., Dalgarno, B., Kennedy, G. E., Lee, M. J. W., & Kenney, J. (2015). Design and implementation factors in blended synchronous environments: Outcomes from a cross-case analysis. Computers & Education, 86, 1-17.
Bower, M.,Kennedy, G. E., Dalgarno, B., Lee, M. J. W., and Kenney, J. (2014). Blended synchronous learning: A handbook for educators. Retrieved from http://blendsync.org/handbook/
Bower M., Kenney, J., Dalgarno, B., Lee, M. J. W., & Kennedy, G. E. (2014). Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities. Australasian Journal of Educational Technology, 30(3), 261-272.
Butz, N. T., Stupnisky, R. H., Peterson, E. S., & Majerus, M. M. (2014). Self-determined motivation in synchronous hybrid graduate business programs: Contrasting online and on-campus students. Online Learning and Teaching, 10, 211-227.
Butz, N. T., Stupnisky, R. H. (2017). Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs. Computers & Education, 114 (2017), pp. 117-138, 10.1016/j.compedu.2017.06.006
Day, S. & Verhaart, M. (2016). Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 182-191).
Day, S., & Verhaart, M. (2016). Beyond Wi-Fi: Using Mobile devices for gxLearning in the field. In M. Verhaart, A. Sarkar, E. Erturk & R. Tomlinson (Eds.), Proceedings of the 7th Annual Conference of Computing and Information Technology Education and Research in New Zealand incorporating the 29th Annual Conference of the NACCQ, Wellington, New Zealand, 11th-13th July 2016 (pp. 27-33). Retrieved from http://www.citrenz.ac.nz/conferences/2016/pdf/2016CITRENZ_1_Day_gxLearning_16-3.pdf
Detienne, L., Raes, A. & Depaepe, F. (2018). Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2004-2009). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 20, 2019 from https://edtechbooks.org/-woe.
Donovan, S. A. G. (2018). Mixed methods study of the fit instructional model on attributes of student success (Order No. 10935064). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2115548318). Retrieved from https://search.proquest.com/docview/2115548318?accountid=13802
Educause. (2010). Seven things you should know about the HyFlex course model. Retrieved 04/04/2016 from http://net.educause.edu/ir/library/pdf/ELI7066.pdf
Elder, S. J. (2018). Multi-Options: An Innovative Course Delivery Methodology. Nursing Education Perspectives 39(2), pp. 110-112.
Gobeil-Proulx, J. (2019). La perspective étudiante sur la formation comodale, ou hybride flexible. [What do university students think about hybrid-flexible, or HyFlex courses?] Revue internationale des technologies en pédagogie universitaire, 16(1), pp. 56-67. Available online: https://doi.org/10.18162/ritpu-2019-v16n1-04
Gounari, P. and Koutropoulos, A. (2015). Using Blended Principles to Bridge the Gap between Online and On-Campus Courses. In L. Kyei-Blankson and E. Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments. (pp. 178-190). Hershey, PA: IGI Global.
He, W., Gajski, D., Farkas, G., Warschauer, M. (2015). Implementing flexible hybrid instruction in an electrical engineering course: The best of three worlds? Computers & Education, vol 81, pp.59-68.
Hill, J., Yang, X., Kim, E. E., Oh, J, Choi, I., Branch, R. M., Lee, H., & Keisler, B. (2018). Creating a Flexibly Accessible Learning Environment. Conference presentation at Association for Educational Communications and Technology Annual Convention. Kansas City, MO. (2018, October).
Irvine, V. (2009). The emergence of choice in ‘multi-access’ learning environments: transferring locus of control of course access to the learner. In G. Siemens, C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009, Association for the Advancement of Computing in Education, Chesapeake, VA (2009), pp. 746-752.
Irvine, V. (2010). Exploring learner needs for collaboration and access. In J. Herrington, B. Hunter (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, Association for the Advancement of Computing in Education, Chesapeake, VA (2010), pp. 1093-1097.
Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2), 172.
[Spanish language] Juarez-Popoca, D., Gastelu, C. A. T., Herrera-Diaz, L. E. (2014). El modelo HyFlex: Una propuesta de formación híbrida y flexible. In I. E. Gamez (Ed.) Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI, pp. 127-142.
Koskinen, M. (2018). Understanding the Needs of Adult Graduate Students: An Exploratory Case Study of a Hyflex Learning Environment. Northeastern University, ProQuest Dissertations Publishing, 2018. 13419414.
Kyei-Blankson, L. & Godwyll, F. (2010). An Examination of Learning Outcomes in Hyflex Learning Environments. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010–World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 532-535). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-wNs.
Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. & Keengwe, J. (2011). The New Blend: When students are given the option to choose. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011–Society for Information Technology & Teacher Education International Conference (pp. 433-436). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2019 from https://edtechbooks.org/-PxP.
Kyei-Blankson, L., Godwyll, F., Nur-Awaleh, M. (2014). Innovative blended delivery and learning: exploring student choice, experience, and level of satisfaction in a hyflex course. International Journal of Innovation and Learning 16(3), pp. 243-252.
Lafortune, A. M. (2018). Differences in Students’ Perceptions of the Community of Inquiry in a Blended Synchronous Delivery Mode. Université de Sherbrooke Dissertation.
Lakhal, S., Bateman, D. & Bédard, J. (2017). Blended Synchronous Delivery Mode in Graduate Programs: A Literature Review and Its Implementation in the Master Teacher Program. Collected Essays on Learning and Teaching 10, pp. 47-60.
Lakhal, S., Khechine, H. & Pascot, D. (2014). Academic Students’ Satisfaction and Learning Outcomes in a HyFlex Course: Do Delivery Modes Matter?. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 1075-1083). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 21, 2019 from https://edtechbooks.org/-ysYq.
Lieberman, M. (2018, January 24). Introducing a new(-ish) learning mode: Blendflex/hyflex. Inside Higher Ed. Available online: https://edtechbooks.org/-pww
Leijon, M., & Lundgren, B. (2016). Connecting physical and virtual spaces in a HyFlex pedagogic model with focus on interaction. Presented at: Designs for Learning conference. Designing New Learning Ecologies, Copenhagen, 2016, Aalborg, Denmark: Aalborg University Press.
Leijon, M., & Lundgren, B. (2019). Connecting Physical and Virtual Spaces in a HyFlex Pedagogic Model with a Focus on Teacher Interaction. Journal of Learning Spaces, 8(1), 2019.
Lightner, C. A., & Lightner-Laws, C. A. (2016). A blended model: simultaneously teaching a quantitative course traditionally, online, and remotely. Interactive Learning Environments, 24(1), 224–238. https://doi-org.jpllnet.sfsu.edu/10.1080/10494820.2013.841262
Liu, C. A., & Rodriguez, R. C. (2019). Evaluation of the impact of the Hyflex learning model. International Journal of Innovation and Learning, 25(4), pp. 393-411.
Love, S. (2015). A Quantitative Inquiry into First Generation Students’ Readiness for Distance Education. n.p.: ProQuest Dissertations Publishing.
Malczyk, B. R. (2019). Introducing Social Work to HyFlex Blended Learning: A Student-centered Approach. Journal of Teaching in Social Work 39(4-5), pp. 414-428.
Marquart, M., Englisher, M., Tokieda, K., and Telfair-Garcia, A. (2018, February 22). One class, two modes of participation: Fully integrating online students into residential classes via web conferencing. Poster presented at the Columbia University Center for Teaching and Learning’s Celebration of Teaching and Learning Symposium, New York, NY. doi:10.7916/D8KW6TK3.
McCluskey, C. P. S., Shaffer, D. R., Grodziak, E. M., & Hove, K. W. (2012). Strategic Plan on FlexLearning. The Pennsylvania State University Lehigh Valley campus, Center Valley, PA.
McGee, P., & Anderson, M. (2013). Project realities: Shifting course delivery method . In Benson, A. D., Moore, J. L., & van Rooji, S. W. (Eds.) Cases on Educational Technology Planning, Design and Implementation: A Project Management Perspective, pp. 114-13. Hersey, PA: IGI Global.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
Meyer zu Hörste, H., and Vanderbeke, J. (2018). Multimedia Students: Engaging across platforms. An Investigation of Student Engagement in the Media and Communication Master Programme at Malmö University. Master’s thesis at Malmö universitet/Kultur och samhälle (2018).
Miller, J. B. and Baham, M. E. (2018). COMPARING THE HYFLEX (HYBRID-FLEXIBLE) MODEL OF COURSE DELIVERY IN AN INTRODUCTORY STATISTICS COURSE AND A PROBABILITY AND STATISTICS COURSE FOR ENGINEERS AND SCIENTISTS. Invited paper presented at International Association for Statistical Education 2018, Kyoto, Japan.
Available online: https://iase-web.org/icots/10/proceedings/pdfs/ICOTS10_4H2.pdf
Miller, J. B., Risser, M. D., and Griffiths, R. P. (2013). Student Choice, Instructor Flexibility: Moving Beyond the Blended Instructional Model. Issues and Trends in Educational Technology 1(1), pp. 8-24. Available at: https://edtechbooks.org/-MBVi
Miller, W. (2011). Mode-neutral and the need to transform teaching. Public Administration Quarterly, 35(4), 446-465.
Mousa, M., Abdelmalak, M., and Parra, J. L. (2018). Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students. In R. C. Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp. 298-317). Hershey, PA: IGI Global.
Musgrove, A. & Bryan, V. C. (2014). Theory and Application: Construction of Multimodal eLearning. In V. X. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society, (pp. 1068-1083). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-6046-5.ch079
Nortvig, A-M. (2014). E-learning in poly-topic settings. Electronic Journal of E-Learning, 12(2), 206-214.
Nur-Awaleh, M. , & Kyei-Blankson, L. (2010). Assessing e-learning and student satisfaction in a blended and flexible environment. 2010 International Conference on Information Society, (pp. 481-483).
Parra, J. & Bontly, S.W. (2016). Transforming learning environments: Co-constructionism in higher education classrooms. In Proceedings of EdMedia 2016–World Conference on Educational Media and Technology (pp. 719-723). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 13, 2019 from https://edtechbooks.org/-aqg.
[Spanish language] Popoca, D. J., Gastelu, C. A. T., and Diaz, L.E.H. (2014). El modelo HyFlex: Una propuesta de formación híbrida y flexible. In I. E. GÃ³mez (Ed.). Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI. pp. 127-142. Universidad Veracruzana- RegiÃ³n Veracruz.
Raes, A., Vanneste, P., Pieters, M., Windey, I., Van Den Noortgate, W., & Depaepe, F. (2020). Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes. Computers & Education, 143, (2020) 103682.
Rasmussen, R. C. (2003). The quantity and quality of human interaction in a synchronous blended learning environment. Doctoral dissertation. Brigham Young University. Available from: ProQuest Dissertations & theses. (UMI No. 305345928).
Reed, P., Smith, B., & Sherrat, C. (2008). A new age of constructivism: ‘mode neutral’. E-Learning, 5(3), 310.
Retrieved from http://www.modeneutral.com/
Rhoads, D. D. (2020). Traditional, Online or Both? A Comparative Study of University Student Learning and Satisfaction Between Traditional and Hyflex Delivery Modalities. Dissertation Concordia University Irvine, 2020, 148; 27995688. Retrieved July 1, 2020 from https://edtechbooks.org/-pzuA
Robertson, B. and Kelly, K. (2013). Operating a Very Large-Section, Hybrid Principles of Marketing Class at a Public University: Lessons Learned over Ten Years. Atlantic Marketing Journal 2(3), Article 10. Retrieved September 7, 2019 from https://edtechbooks.org/-jVE
[Spanish language] Romero, H. Y., Chávez, N. V., and Gutiérrez, I. M. (2016). HyFlex, hybrid and flexible model for university education: Case study: Universidad Técnica Particular de Loja — Ecuador, 2016 11th Iberian Conference on Information Systems and Technologies (CISTI), Las Palmas, 2016, pp. 1-4.
Schaffhauser, D. (2012). Tuning the Blend. Campus Technology, December 2012, pp. 22-24.
Smith B, Reed P & Jones C (2007) A ‘mode neutral’ Curriculum for Health Care Students. Possible? Desirable? RSC Conference. UK
Smith, B., Reed, P., and Jones, C. (2008) ‘Mode Neutral’ Pedagogy. European Journal of Open, Distance and e-Learning. https://edtechbooks.org/-nba
Snelgrove, B. C. (2019). Examining the Effectiveness of BlendFlex Instruction in Relation to Student Academic Outcomes and Perceptions at a Two-Year Technical College in the Southeastern United States (Order No. 27738372). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (2384210511). http://jpllnet.sfsu.edu/login?url=https://www-proquest-com.jpllnet.sfsu.edu/dissertations-theses/examining-effectiveness-blendflex-instruction/docview/2384210511/se-2?accountid=13802
[Chinese language] Su, M. (2013). Traditional Universities Need Innovative Change: An Interview with Prof. Brian Beatty. China Open Education Research, 19(1), pp. 4-8.
Taylor, J. A., and Newton, D. (2012). Beyond Blended Learning: A case study of institutional change at an Australian university. Internet and Higher Education 18(2013) pp. 54-60.
Wright, D. (2016). The HyFlex Course Design: A Case Study on Adult and Career Education Courses. National Social Science Journal 48(2). pp. 88-93.
Tsuji, B., Pierre, A., Van Roon, P. & Vendetti, C. (2012). Web Versus Face-to-Face Tutorials: Why I Didn’t Go To Class In My Pyjamas. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012–World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 802-806). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 13, 2019 from https://edtechbooks.org/-zURC.
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