HyFlex Learning is a relatively new approach to education that has gained popularity in recent years across sectors. It combines the flexibility of online learning with the interactive experience of traditional classroom learning, allowing students to choose how they want to participate in their courses. HyFlex Learning is particularly suited for Adult Literacy and English as a Additional Language (EAL) students, who may have limited access to traditional classroom settings, are remotely located or who need a more flexible approach. This article explores the potential benefits and drawbacks of HyFlex Learning, with a focus on its applications in Adult Literacy and ESL programs.
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HyFlex : Basic Principles
HyFlex Learning is an educational model that empowers students to choose whether they want to attend classes in person, remotely, or both. This approach allows students to take control of their learning experience and manage their schedules more effectively, making it particularly beneficial for those with other commitments such as work or family responsibilities.
Instructors in the HyFlex model teach the same material to both in-person and remote students, utilizing a variety of methods to ensure that all students receive the same quality of education. This approach promotes interactive and collaborative learning, which enhances the overall learning experience for students.
However, for this model to be successful, teachers must engage in careful planning and preparation. This involves creating engaging and interactive lessons that can be delivered effectively in both in-person and remote settings. Teachers must also be prepared to manage the logistics of accommodating different modes of learning.
HyFlex Learning could be particularly effective in adult literacy and English as an Additional Language (EAL) teaching. Adult learners often have competing demands on their time, making the flexibility of this model essential. Moreover, the HyFlex approach can address the unique needs of adult learners by catering to different learning styles and preferences. This approach can provide a sense of autonomy and control over their learning, which enhances motivation and engagement.
To effectively implement the HyFlex Learning model in adult literacy and EAL teaching, instructors must be mindful of the specific needs and challenges of this student population. This requires creating culturally sensitive and linguistically appropriate lessons and providing adequate support and guidance for learners who may be less familiar with the technology used in remote learning. With careful planning and execution, the HyFlex Learning model can provide a flexible, dynamic, and inclusive learning environment that meets the needs of a diverse student body.
Application of HyFlex Approaches in North America
Several adult literacy and EAL programs have implemented the HyFlex approach, some it would appear, with positive results.
One example is the Community Literacy of Ontario (CLO), which is a non-profit organization that supports adult literacy programs across the province of Ontario, Canada. In response to the COVID-19 pandemic, CLO launched a HyFlex pilot project to enable adult learners to continue their education remotely. The project provided teachers with training on how to use digital tools effectively to support HyFlex learning, and learners were able to choose whether to attend classes in person or remotely. The pilot was successful, and CLO is now expanding the HyFlex model across its network of literacy programs. (1)
Another example is the program at the Pima Community College in Tucson Arizona, which has integrated the HyFlex approach into its ESOL classes. Instructors use a variety of digital tools, such as video conferencing and online discussions, to facilitate remote learning, while also providing in-person support for learners who prefer to attend classes on campus. The program has found that the HyFlex model has increased student engagement and has enabled more learners to complete their courses successfully. (2)
These examples demonstrate the potential of the HyFlex model to provide greater flexibility and accessibility for adult learners in literacy and EAL programs. By offering a range of learning options, the HyFlex model can cater to the diverse needs and preferences of adult learners, enabling them to achieve their educational and career goals.
Application of "HyFlex" Approaches in Australia
There are claims that Adult Literacy and English as an Additional Language programs in Australia are using a HyFlex approach to deliver but what they means exactly I am not sure. My own literature search revealed little in terms of how HyFlex is being applied in Adult Literacy and ESL programs specifically.
The HyFlex model should enable learners to choose between and combine in-person and remote modes of learning, allowing them to better manage their schedules and achieve their educational goals.
No doubt there are programs which throughout the height of the COVID-19 pandemic and beyond followed a model of provision not unlike my own but there is little to demonstrate how exactly these programs operated.
Potential Drawbacks
Initiating such innovation is not straight forward. There are barriers which exist in terms of perceived and actual resistance from funding bodies for any kind of literacy or language program which is not totally face-to-face. There is even reservation on the part of some providers who are not confident programs other than those that are delivered in-person are effective or desirable from a management over-sight point of view.
Despite this, the HyFlex approaches described above show that Adult Literacy and EAL programs can be adapted and developed even though we are just at the beginning of the project.
While the HyFlex model has many benefits for Adult Literacy and EAL students, there are also potential drawbacks to this approach. One of the main challenges with HyFlex learning is the need for effective time management skills - for both students and teachers.
Students may need to balance their study time between in-person and remote classes, find time for collaboration with other class members as well as self-direct some online learning tasks. This can be challenging for some students, particularly those with limited experience using technology or those who have limited access to reliable internet connections.
Teachers
Teachers too need to carefully manage planning and preparation, the technology, follow up and communication with their students. One of the potential issues for less experienced or tech savvy teachers may be a "blow-out" in time required to prepare and deliver with so many learning options being offered. Teachers also must be prepared and capable of working with various modalities of delivery and be critical in their application of technologies.
Teachers too need to carefully manage planning and preparation, the technology, follow up and communication with their students. One of the potential issues for less experienced or tech savvy teachers may be a "blow-out" in time required to prepare and deliver with so many learning options being offered. Teachers also must be prepared and capable of working with various modalities of delivery and be critical in their application of technologies.
Just how much time and at what hours of the day and night are teachers, for example, prepared to work with time strapped individuals? Are there industrial implications here? Is it realistic to expect students to make themselves available and communicate outside regular class hours?
Management
As mentioned previously, there are also concerns from the point of view of management around investment in technology as well as the effectiveness, accountability and oversight of programs.
As mentioned previously, there are also concerns from the point of view of management around investment in technology as well as the effectiveness, accountability and oversight of programs.
I am of the mind that such concerns are largely unwarranted. For the last two decades most providers, even those relatively small in the community sector, have availed themselves of funding for technology and have encouraged their staff to attend training in the use of the internet for learning. Streaming and recording of classes does not need to involve an expensive set up (an iphone, some basic lighting and tripod are sufficient). If there is concern, it should probably be directed at ensuring students have adequate connectivity and support if required.
The End of Community Building?
One of the greatest fears for those working in the community education space is the potential danger of reduced interaction and community building among students. In-person classes provide opportunities for students to build relationships with their classmates and instructors, and to develop a sense of belonging within the learning - and wider - community. In remote or online learning environments, these opportunities may be more limited, which could possibly lead to disengagement.
HyFlex learning may not be suitable for all learners, particularly those who prefer a more structured and predictable learning environment or for those with no or very basic experience of learning. The flexibility of the HyFlex model may be overwhelming for some students, who may prefer a more traditional classroom-based approach.
Personally, I feel this danger is a little exaggerated as HyFlex includes exclusive in-class learning as a valid student choice. No one is going to throw students without tech skills into a situation in which they are bound to fail. Increases in online learning can slowly be introduced as the least tech savvy students learn skills and if they need to change or combine the mode of learning.
Except for some, many students already engage with technology on a daily basis via social media. Over the past three years they have in many cases developed skills while studying and attending classes during the Covid-19 health emergency. It places them in a good position to engage in new, Hyflex aproaches.
While the HyFlex model has many benefits, it is important to restate that there may well be some risks when implementing this approach in Adult Literacy and ESL programs. It is important for instructors to provide adequate support and guidance to students, particularly in the areas of time management and online skills, and to ensure that there are opportunities for students to build relationships and a sense of community within the learning environment.
On the other hand, HyFlex provides a welcome extension to time and location fixed types of in-person provision which deny many adults an opportunity to learn because of their inflexibility and inconvenience.
One such group who come to mind and stand to benefit are adult learners who live remotely. By providing remote access to learning content and instruction, the HyFlex model also enables students to engage with the material and other class members whose time is compromised by long days working in agricultural settings or working in itinerant situations or living in locations distant from community centres and colleges.
The use of digital technologies, such as video conferencing and online discussions, can provide opportunities for these remote students to connect with their instructors and peers, and to participate in collaborative learning activities even with the limitations and potential problems described above.
Effectiveness and Pre-requisite Conditions for Success
It is important, however, to note that the effectiveness of the HyFlex approach for remote students will depend on several factors, including... the quality and reliability of internet connectivity, the availability of appropriate technology and equipment, high levels of support and guidance provided by instructors. Instructors will need to ensure that remote students have access to the same quality of instruction and support as in-person students, and that they are able to fully participate in the learning experience.
The HyFlex approach could be an effective solution for remote students, but it is important to carefully consider the unique needs and challenges of these learners, and to provide appropriate support and resources to enable them to succeed in their studies.
Conclusion
HyFlex Learning is a valuable tool for Adult Literacy and ESL programs, providing students with the flexibility and convenience of online learning while still offering the benefits of a traditional classroom experience. While there are some drawbacks to the HyFlex approach, such as the need for a period of very substantial planning and technical preparation, the rewards of much greater flexibility, improved access to learning, convenience and student engagement, are worth the effort .
Overall, the benefits of HyFlex Learning make it a promising option for Adult Literacy and ESL providers looking to innovate and broaden their teaching and delivery practices. Many adult learners in the community want to learn but cannot do so in the time and location bound dimensions of exclusive face-to-face provision. We owe it to them to innovate.
Notes:
(1) Considering Use of the Hybrid Flexible Model in Adult Education, Amadapour, K., EdTech Centre for World Education, 2022, https://edtech.worlded.org/considering-use-of-the-hybrid-flexible-model-in-adult-education/
from Digital Literacy Success Stories, Community Literacy of Ontario, Nov. 2020
https://www.communityliteracyofontario.ca/wp/wp-content/uploads/Digital-LIteracy-Success-Stories-Nov-2020-FINAL.pdf
from Digital Literacy Success Stories, Community Literacy of Ontario, Nov. 2020
https://www.communityliteracyofontario.ca/wp/wp-content/uploads/Digital-LIteracy-Success-Stories-Nov-2020-FINAL.pdf
The article by one provider, PTP, is worth considering in terms of the development of some delivery beyond standard blending learning and into HyFlex: "We have also started to deliver a program in a HyFlex learning model with an in-class teacher using smartboard and a small number of in-class students with more students watching online with Zoom, all at the same time."
(2) Building on a Pilot: HyFlex ESOL Class at Pima Community College, Hawes, Vi. 2022, https://edtech.worlded.org/building-on-a-pilot-hyflex-esol-class-at-pima-community-college/
This project is one of many based around the application of ideas found in Brian J. Beaty's excellent book , Hybrid Flexible Course Design: Implementing student-directed Hybrid Classes , EdTechBooks (2019)
A PDF Version can be found here: https://edtechbooks.org/pdfs/print/hyflex/_hyflex.pdf
(3) Towards a HyFlex Model of Teaching and Learning in Adult Language, Literacy, Numeracy and Digital (ALLND) Education, Pobega, D, 2022. https://dalepobegateaching.blogspot.com/2022/09/towards-hyflex-model-of-teaching-and.html
My plan for this year is to add another layer (live streaming from the centre / downloadable recordings for those who cannot watch or attend in real time) which will hopefully allow students from a very wide range of geographical locations and problematical life situations a genuine choice of the type and modalities of delivery that are convenient to or preferred by them.
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