HyFlex Success: Practical Lessons from Six Courses – Faculty Focus
When HyFlex learning first appeared, many of us hoped it would be the best of both worlds. Traditional students were required to attend in person, and alumni could choose whether to attend class in person or online. Although successful, piloting these courses was messy. Technology broke down, remote students felt left out, and faculty were pulled in two directions.
Our challenge was even more complex. We taught six HyFlex courses at Rochester Institute of Technology, National Technical Institute for the Deaf (RIT/NTID). The goal was to help deaf and hard-of-hearing (DHH) students prepare for the CompTIA A+ certification, a rigorous credential in the field of information technology. The students in these courses came from two groups. Traditional-age students enrolled in degree programs were required to attend class in person, while alumni, many of whom were working full-time, could attend via Zoom.
This mix of participants created both opportunities and challenges. Alumni contributed practical knowledge and workplace examples, while younger students contributed fresh ideas and energy. Together, they formed a learning community that crossed generations and life stages. At the same time, communication preferences varied, with students using American Sign Language (ASL), Simultaneous Communication (signing in English word order with or without voice), or spoken English with no signing. In short, every student needed access in a different way while working to engage fully in the shared learning experience.
HyFlex in this setting demanded more than a camera, a microphone, and good intentions. Over three years of trial and error, we found strategies that worked, and just as importantly, we learned what to avoid. Here are the practices that made HyFlex a success for our DHH learners, and they are broadly useful for anyone trying to balance in person and remote instruction.
1. Build Flexibility into Course Design
HyFlex required planning activities that would succeed no matter how students participated. We used frequent multiple-choice quizzes, interactive testing, and individual whiteboard writing, paired with a phone app that let remote students show enlarged text. These routines kept everyone engaged and provided quick checks on understanding.
We also discovered that positive peer pressure was valuable. When called upon, students knew that their responses would be shared or discussed, and this accountability encouraged them to come prepared and to be attentive. Interactive zoom features allowed any student to actively participate.
2. Arrange the Classroom for Visibility, Access, and Interactivity
To support visibility and access, both seating and camera placement were carefully planned. The classroom was arranged in a U-shaped layout so that in class students could see one another, the instructor, and the interpreters. Each in-person participant used a laptop with a second large monitor, so they could see all classmates. A webcam mounted at eye level helped students appear to look directly at the group. This setup displayed everyone in a ‘Hollywood Squares’ grid, bridging the gap between in-person and remote students. Laptops were also used for in-class activities to allow active input, ensuring that all students could engage equally. Occasional student humorous graffiti kept the class lively.
3. Support Both Visual and Auditory Communication
DHH students accessed information in different ways, so we built in overlapping supports to meet the full range of needs. Two interpreters supported the class, one in the room and one on Zoom, and both appeared on the screen in the Hollywood Squares view as they alternated interpreting. Automatic captions were always kept on, with a central microphone capturing side comments. For students using hearing aids or cochlear implants, a speaker system was added to enhance sound clarity. By layering these systems, we reduced the risk of any student being excluded.
4. Use Games and Mnemonics to Make Learning Stick
Certification courses are heavy with detail, so we leaned on games and memory aids. Jeopardy became a favorite. Students competed in groups, debated answers in ASL, and sometimes wandered down rabbit holes that deepened learning. The competitive energy kept everyone involved and sparked lively discussions.
We also encouraged students to create brain summary dumps, writing down specific items they could remember. The volume of information was overwhelming. Mnemonics gave students simple hooks to retrieve complex ideas. These approaches worked equally well for in-person and remote students.
5. Create Synergy Between Alumni and Current Students
One unexpected strength of our HyFlex model came from this mix of participants. Alumni contributed real-world experience, while younger students added fresh ideas and creative approaches. Together, they built a learning community that crossed generations and life stages, creating richer conversations than either group could have had alone.
6. Encourage Interaction Beyond the Scheduled Class
WhatsApp groups and other low barrier tools kept communication going between sessions. Students asked questions, shared resources, and supported one another outside of class. The frequent use of Bitmojis and GIFs by all kept this interaction engaging and entertaining. Semiweekly Zoom check-ins gave remote students more touchpoints and kept them from drifting away.
From a survey that was distributed, we also learned that instructor presence mattered. Students rated interaction with the instructor and encouragement to keep going as very important. HyFlex technology could feel impersonal, but regular nudges and personal attention made the model work.
7. Expect Both Pros and Cons
Students reported clear benefits, greater flexibility, increased collaboration, more individualized instruction, and cost savings. At the same time, they pointed out drawbacks, i.e., side conversations in the classroom, occasional technology failures, and the challenge of keeping remote and in-class participants equally engaged.
Faculty also faced barriers. Our HyFlex courses were scheduled at night despite early morning commitments and limited technical support with quick classroom turnover added stress. These challenges showed that HyFlex success depends on both teaching strategies and institutional support.
Lessons Learned
Looking back across six courses and 34 students, most passed the course and 20 became CompTIA A+ certified. Here is what we would tell any faculty member considering HyFlex delivery:
– Plan every activity with a path for both in-person and remote learners.
– Redundant access – interpreters, captions, microphones, cameras prevents inequities.
– In a 2 hour class, aim for 2–3 lecture segments maximum with active learning in between.
– Keep lecture segments short, no longer than 20 minutes if possible.
– Simple games, mnemonics, and group activities bring energy and retention.
– Include Alumni and nontraditional students to enrich classroom learning.
– Encourage continual interaction outside of class through a course WhatsApp group
– Receiving instructor support and encouragement mattered as much as technology.
HyFlex may never be seamless, but small, consistent choices made it far more equitable and rewarding. Designing with accessibility in mind benefited every student, not just those with specific needs.
Since those early courses, classrooms at RIT/NTID have been upgraded and are now better equipped for HyFlex instruction, which would remove many of the technical and scheduling difficulties we faced. HyFlex opportunities can support recruitment and retention by reaching students who want to advance their careers but cannot follow a traditional academic schedule. At a time when the workforce needs skilled professionals, providing flexible pathways matters more than ever.
Especially important are courses designed from the ground up with DHH learners in mind. Success required more than technology alone, it depended on instructors who held current technical certifications, could teach complex content, and were also skilled in sign language and knowledgeable about deaf learners. This combination of access, expertise, and intentional design is what made our six HyFlex courses succeed, and it is what will allow future offerings to thrive.
While our audience was unique, the lessons apply broadly. Any instructor balancing in-person and remote learners can benefit from redundant communication channels, intentional classroom setup, interactive activities, and clear instructor presence. Designing for the most diverse learners ultimately benefits everyone, even in classrooms that may not include DHH students.
Professor James Mallory works with the NTID Center on Workforce Development (NCWD) at RIT/NTID, bridging academic and corporate training to connect DHH candidates with industry skills, certifications, and technical employment. He also helps companies strengthen their workforce by employing DHH talent. He holds current IT certifications and has 40+ years of experience training professionals in academic and corporate settings.
Dr. Linda M. Bryant is the Director of the NTID Learning Consortium and Online Learning Initiatives at RIT/NTID. She supports faculty in creating inclusive online, hybrid, and HyFlex courses and co-leads research on effective teaching practices for diverse learners.
References
Beatty, Brian. 2019. Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes.
Carpenter, Elizabeth A. C., Ashley Meltzer, and Mary Marquart. 2020. “Best Practices for Inclusivity of Deaf and Hard of Hearing Students in the Synchronous Online Classroom.” World Journal of Education 10, no. 4: 26–38.
Detyna, Michael, et al. 2022. “Hybrid Flexible (HyFlex) Teaching and Learning: Climbing the Mountain of Implementation Challenges.” Educational Research and Evaluation 28, no. 1–2: 1–20.
Freeman, Laura A., and Andrew Urbaczewski. 2020. “Exploring the Potential of HyFlex Course Design.” Journal of Statistics Education 28, no. 1: 45–54.
