Embracing Flexibility via UDL: The Power of HyFlex Learning in Higher Education
Today's higher education institutions are constantly seeking innovative ways to meet the diverse needs of their students. One approach that has gained significant traction is HyFlex learning, a model that combines the best of face-to-face and online instruction to provide maximum flexibility for learners. This podcast conversation with Lillian Nave, faculty and educational development specialist at Appalachian State University, sheds light on how this approach is being implemented at their new campus in Hickory, North Carolina.
HyFlex learning, short for Hybrid-Flexible, allows students to choose how they want to engage with their courses and their education on a day-to-day basis. This model recognizes that learners have different needs, schedules, and preferences, and provides them with options to participate in ways that best suit their individual circumstances. At Appalachian State's Hickory campus, the HyFlex approach is not just a teaching methodology but a guiding principle for the entire institution. The campus serves a diverse student population, including many first-generation college students and those balancing work and family responsibilities alongside their studies
One of the key challenges Lillian addresses by using the HyFlex model is attendance. Traditional attendance policies often fail to account for the realities faced by commuter students or those with other obligations. Lillian explains that faculty are encouraged to develop flexible policies that allow for alternative forms of participation:
- Providing Zoom links for students who can't physically attend class
- Offering alternative ways to demonstrate participation beyond physical presence
- Creating asynchronous options for accessing course content and completing assignments
These strategies ensure that students can stay engaged with their coursework even when life circumstances prevent them from being on campus. But, how does this tie to Universal Design for Learning (UDL)? How is UDL the driver of a HyFlex approach?
First, a foundational element of UDL is access. To clarify, access extends beyond physical access. Access also refers to academic and social-emotional access. Though this video is dated (e.g., Representation was on the far left of the UDL graphic organizer back in 2014), Skip Stahl does a fabulous job explaining that access but itself is not UDL – it's how we design in and compel our learners through those accessible designs that our actions become aligned with UDL. If you're designing with UDL from the beginning, HyFlex is a logical outcome – you're seeking ways for students to access learning that compel them to participate.
Another driver of UDL is variability. That is the recognition that (a) learners learn differently from one another, and (b) the context of the environment directly impacts each learner. Linking directly to the three principles of engagement and representation, the HyFlex philosophy extends beyond designing individual courses and moves to shaping the entire campus experience. Appalachian State is working to create equivalent experiences for students at the Hickory campus even when they can't participate in events at the main campus. This includes:
- Live streaming major events from the main campus (optimize relevance, value, and authenticity),
- Organizing watch parties for sports events (foster belonging and community), and
- Utilizing multiple communication channels (digital signage, social media, etc.) to keep students informed and engaged (the guideline of perception)
These efforts demonstrate a commitment to inclusivity. They also recognize that the “traditional” college experience may not be accessible or desirable for all students.
Finally, HyFlex comes from a position of empathy – thinking about and designing from the point of view of others. To explain this further, I reference a quote from David Rose, the retired Chief Education Officer of CAST. David stated, “Learning is emotional.”
It's a wonderful quote because it communicates multiple dimensions of UDL. We know that the process of learning is best when it ties into our emotional centers. This is why UDL asserts the principle of engagement. We also know that learning is best when there is some challenge. With that challenge typically comes emotion (which is another reason why we need to design using the principle of engagement). Finally, learning should be thrilling. It should stir us and make us want to know more. The HyFlex model proposes just that – opportunities for learners to emotionally connect with learning in challenging and thrilling ways. It is through these pathways and others aligned with UDL that our leaners can gain agency.