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Learner Choice: Provide meaningful alternative participation modes and enable students to choose between participation modes daily, weekly, or topically.

These four “pillars” provide a consistent and solid foundation for resulting courses and programs. The HyFlex course design is built upon four fundamental values: Learner Choice, Equivalency, Reusability, and Accessibility, each with a corresponding guiding, or universal, principle for designers and instructors to follow. (Reigeluth, 1983) Universal Principles for HyFlex Course Design: Four Pillars Universal design principles should be followed in all implementations of a particular instructional design theory. I find it more useful to designers to restate the values as universal design principles. The four HyFlex values have guided the development of the HyFlex approach at San Francisco State University (my academic home since 2003) and at many other institutions around the world, exemplified by those represented in the case reports found in Unit III of this volume. Values -> Goals -> Instructional Strategies -> ActivitiesĪll within a specific context with factors impacting success (See Beatty, 2002 for an example of this design planning approach to developing guidance for social interaction online.)

The design “drivetrain” that results starts with values, which drive the instructional or learning goals, which drive the selection of overall instructional strategies, which are implemented by specific instructional activities, selected in conjunction with the consideration of contextual factors. Comprehensive design guidance also includes specific contextual factors that are likely to support effective instruction.

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(Reigeluth, 1983) For example, the value of “learner choice” leads to goals such as, “Students will choose to participate in XYZ learning activity in a classroom setting or in the online environment.” That learning goal might lead to an instructional strategy such as “Students are provided a full set of in-class activities and a full set of online activities to choose between for every class session.” At a more granular level, specific learning activities are developed to implement the strategy, such as a plan for interactive collaborative group discussion in a classroom and a corresponding plan for an interactive online discussion exercise for online students. These values help us develop learning and instructional goals, which then provide strategic direction for the selection of instructional strategies and specific activities to implement the strategies. Why specify fundamental values? Values about learning and instruction help instructors and instructional designers build from a solid and consistent foundation. (Beatty, 2007)įundamental Values in Hybrid-Flexible Design When considering whether or not to offer HyFlex classes in a program or institution, it is helpful to understand the values and associated fundamental design principles that undergird the approach many have followed in more than a decade of implementation.įour values have guided our HyFlex design effort since its beginning in 2006: learner choice, equivalency, reusability, and accessibility. Online participation is available in synchronous or asynchronous mode sometimes both and sometimes in only one online mode. Students choose between attending and participating in class sessions in a traditional classroom (or lecture hall) setting or online environment.

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