HyFlex Teaching: Key Considerations and Recommendations From a Faculty Learning Community

Abstract

This study explores faculty experiences implementing HyFlex course design at a midwestern public university. A cross-disciplinary Faculty Learning Community (FLC) engaged in professional development, piloted HyFlex courses, and qualitatively analyzed outcomes. The results identified increased student flexibility as the primary benefit. Barriers centered on the significant time required for course design, technological challenges, and the complexity of ensuring equitable learning across modalities. Findings suggest that while HyFlex supports student success and retention, sustainable adoption requires early planning, institutional support, faculty compensation, and intentional professional development. The paper provides recommendations and implications for future research.