Why Hyflex Teaching Should Not Become the New Normal in Higher Education

Abstract

Hyflex teaching, in which the instructor meets face-to-face with some students while other students simultaneously join remotely, has proliferated since 2020. However, little research has investigated new problems it may create. We analyze six courses taught during the 2020–2021 academic year at a liberal arts college, five hyflex and one synchronous remote. Data include student quiz and final exam scores, participation reflections, and survey responses. We find that although hyflex courses do enable student learning and skill acquisition, students who attend only remotely tend to perform worse than those who attend face-to-face. Additionally, although hyflex and synchronous remote share some drawbacks, we find that hyflex creates new unique problems and unequal learning environments. Flexibility and accessibility are essential problems in higher education, but we argue that widespread implementation of hyflex courses is not the answer. We conclude with the limited circumstances in which hyflex could be recommended.