The HyFlex Option - Designing Course Delivery in a Time of Known Unknowns
MedEdPearls July 2020: In the HyFlex model, students can choose how to engage with each class, assignment, and assessment. How are you planning to overcome the challenges and prepare for the unknowns of the upcoming academic term?
In HyFlex courses, students can decide for each and every class meeting, group activity, assignment and assessment whether to sit in the classroom, join via videoconference in real-time, or complete online activities later. The HyFlex model offers institutions and programs the flexibility to deliver educational experiences as safely as possible and enhances their ability to pivot to remote teaching and learning quickly, if needed.
While technologically HyFlex courses can be delivered using systems normally supported by an institution like video conferencing and learning management systems, the high degree of flexibility requires learners to read the entire syllabus and know the assignments and policies for all of the courses in which they are enrolled. Similarly, course directors and coordinators must be prepared to leverage learning analytics to monitor student engagement and make adjustments as needed.
Planning for a HyFlex course design model in the Fall may help us be ready when the unknowns become known.
What obstacles are you facing in your planning for Autumn 2020? Share your experiences on Twitter using #MedEdPearls!
About the MedEdPearls Author
Larry Hurtubise
PhD
- Curriculum and Instruction Consultant, Michael V. Drake Institute for Teaching and Learning, Ohio State University
- Jean Bailey, PhD – Virginia Commonwealth University School of Medicine
- Carrie Bowler, EdD, MS, MLSCM (ASCP) – Mayo Clinic School of Continuous Professional Development
- Kristina Dzara, PhD, MMSc (Educators ’16; Assessment ’16; HCE 2.0 ’17) – Saint Louis University School of Medicine
- Shanu Gupta, MD, SFHM – University of South Florida Morsani College of Medicine and Tampa General Hospital
- Jennifer Hillyer, PhD – Northeast Ohio Medical University
- Larry Hurtubise, PhD, MA (HCE 2.0 '16) – The Ohio State University
- Anna Lama, EdD, MA – West Virginia University School of Medicine
- Machelle Linsenmeyer, EdD, NAOME (Assessment ’07) – West Virginia School of Osteopathic Medicine
- Skye McKennon, PharmD, BCPS, ACSM-GEI – Washington State University Elson S. Floyd College of Medicine
- Rachel Moquin, EdD, MA – Washington University School of Medicine
- Stacey Pylman, PhD – Michigan State University College of Human Medicine
- Leah Sheridan, PhD – Northeast Ohio Medical University
- Lonika Sood, MBBS, MHPE – Washington State University Elson S. Floyd College of Medicine
- Mark Terrell, EdD – Lake Erie College of Osteopathic Medicine
- Stacey Wahl, PhD – Virginia Commonwealth University School of Medicine
Harvard Macy Institute
Harvard Macy Institute
The Harvard Macy Institute educates, connects, and serves health care leaders around the globe by providing advanced faculty development programs, thought leadership, and impactful networking opportunities.
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