HyFlex Learning Research and Practice: A Longitudinal Analysis

Abstract

This paper presents a longitudinal study analysing the literature on the hybrid and flexible mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering their changes in publication patterns, research issues, features of practices, benefits, and challenges, as well as the recommendations given in the articles along the years. The results show a sharp increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences, and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were primarily used for course delivery, course management, and in-class/off-class communication. The recommendations made in the literature cover the roles of teachers and institutions as well as relevant support, which are noted to have an impact on the effective implementation of HyFlex learning. The findings contribute to providing an overview of the longitudinal development and current state of HyFlex learning as well as insights into its future development in both research and practice.

Full text

Citation: Wong, B.T.M.; Li, K.C.;
Chan, H.T.; Cheung, S.K.S. HyFlex
Learning Research and Practice: A
Longitudinal Analysis. Sustainability
2023,15, 9699. https://doi.org/
10.3390/su15129699
Academic Editor: Rosabel Roig-Vila
Received: 10 May 2023
Revised: 14 June 2023
Accepted: 15 June 2023
Published: 17 June 2023
Copyright: © 2023 by the authors.
Licensee MDPI, Basel, Switzerland.
This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license (https://
creativecommons.org/licenses/by/
4.0/).
sustainability
Review
HyFlex Learning Research and Practice: A Longitudinal Analysis
Billy T. M. Wong * , Kam Cheong Li, Hon Tung Chan and Simon K. S. Cheung
Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin,
Kowloon, Hong Kong, China
*Correspondence: tamiwong@hkmu.edu.hk
Abstract:
This paper presents a longitudinal study analysing the literature on the hybrid and flexible
mode of learning (HyFlex learning) in terms of its research and practice over the past decade. A total
of 84 articles published between 2013 and 2022 were collected from Scopus for analysis, covering
their changes in publication patterns, research issues, features of practices, benefits, and challenges,
as well as the recommendations given in the articles along the years. The results show a sharp
increase in publications since 2018. Relevant work was primarily carried out at the tertiary level of
education, with an emphasis on issues in respect of teachers’ and students’ perceptions, experiences,
and behaviours in HyFlex learning. Most of the practices were mediated by technologies, which were
primarily used for course delivery, course management, and in-class/off-class communication. The
recommendations made in the literature cover the roles of teachers and institutions as well as relevant
support, which are noted to have an impact on the effective implementation of HyFlex learning. The
findings contribute to providing an overview of the longitudinal development and current state of
HyFlex learning as well as insights into its future development in both research and practice.
Keywords:
HyFlex learning; hybrid learning; publication patterns; classroom practices; pedagogical
recommendations
1. Introduction
Technological advances have facilitated the development of innovative forms of edu-
cational practices. Various modes of learning continue to emerge, and learners have been
given the flexibility to engage in learning activities to address their individual needs with
the aid of digital and mobile technologies [
1
]. HyFlex learning is one of these emerging
modes of learning. It has been generally conceptualised as a hybrid and flexible mode
of learning, which often involves face-to-face classroom and online environments [
2
–
4
].
Students’ learning experience can be enhanced through flexible participation in online
and/or face-to-face learning activities, as well as synchronous communication with peers
and teachers at various locations [5,6].
HyFlex learning has received increasing attention in both research and practice in
the past decade [
7
–
11
]. In particular, during the COVID-19 pandemic, most educational
institutions worldwide had to suspend their face-face-classes and substitute them with
HyFlex modes of learning. There has also been a proliferation of research on HyFlex
learning and the effective ways to optimise it. For example, Sukiman et al. [
12
] explored
the effectiveness of HyFlex learning in undergraduate and postgraduate courses for the
sake of developing learning patterns. Gnaur et al. [
13
] analysed students’ views on how
HyFlex learning could be best designed for learning environment, adaptability, and learning
outcomes. Kawashaki et al. [
14
] developed and implemented a HyFlex learning platform
for nursing students and evaluated whether the platform could address the limitations
of remote learning. Sumandiyar et al. [
15
] investigated whether HyFlex learning was
an effective instructional approach during the COVID-19 pandemic. Triyason et al. [
16
]
created and implemented an online platform to facilitate HyFlex learning and examined
Sustainability 2023,15, 9699. https://doi.org/10.3390/su15129699 https://www.mdpi.com/journal/sustainability

Sustainability 2023,15, 9699 2 of 18
the potential problems that might affect its implementation. The findings of these studies
would be useful in informing the design and implementation of HyFlex learning.
However, despite the large body of related empirical work, very few review studies
have been conducted to provide an overall picture of HyFlex learning as an emerging mode
of learning. Relevant review studies have only dealt with HyFlex learning benefits and
challenges [
17
], HyFlex learning practices in a specific subject discipline [
18
], and limitations
of HyFlex learning research [
19
]. Furthermore, following the widespread practice of HyFlex
learning during the COVID-19 pandemic [
20
,
21
] and the development of educational
technologies over the years [
22
], the research issues and practices of HyFlex learning
have been changing. Reviews of HyFlex learning also need to address its longitudinal
development, which has yet to be covered.
To address the research gap in the literature, this paper presents a systematic review
study of HyFlex learning in research and practice over the past decade. Such an investigation
is important in not only advancing our understanding of the field, but also providing insights
into its sustainable development. This study has focused on the following research questions:
a. What are the publication patterns of HyFlex learning over the past decade?
b. What are the changes in research issues of HyFlex learning over the past decade?
c. How have the practices of HyFlex learning been changed over the past decade?
d.
What are the changes in benefits and challenges of HyFlex learning over the
past decade?
2. Related Work
2.1. Features of HyFlex Learning
HyFlex learning shares certain similarities to blended learning and flipped learn-
ing [
23
]. While it is learner-centred with an emphasis on learners’ knowledge acquisition,
HyFlex learning also focuses on technology-mediated instruction and learner flexibility in
terms of class time. It incorporates information technologies into teaching and learning
through course assessments and materials. HyFlex learning also stresses the application
of information technologies to conduct virtual classes as a substitution for conventional
face-to-face instruction [
6
]. This offers more flexible class scheduling, thereby reducing the
demand for physical environments for learning, and supporting students’ personalisation
of learning in terms of class participation such as attending a class face-to-face or online to
cope with their own needs.
Creating a digital learning space is vital in HyFlex learning. This space, as pointed
out by de Souza e Silva, represents a dynamic space “created by the constant movement
of users who carry portable devices which are continuously connected to the Internet and
other users” [
24
] (p. 262). The state of being constantly connected to the Internet highlights
the importance of social interaction, which plays an important role in HyFlex learning.
As Trentin [
25
] explains, social interaction in HyFlex learning facilitates teachers to train
students to become responsible, proactive, and autonomous towards their own learning.
The development of learner flexibility and autonomy is also possible in HyFlex learn-
ing. Moreover, technology can be used to expand learning boundaries by providing learners
with more freedom and choices in their learning process [
26
]. For example, they could
personalise their own learning in terms of time, space, and learning pace. Such flexibility is
helpful for learners in not only alleviating the pressure of needing a physical environment
for learning, but also allowing for more learner-centred class scheduling and learning
arrangements. Learners are then also given an opportunity to learn how to take responsi-
bility and control of their own learning, which as a result contributes to developing their
self-regulated and self-directed skills and learning autonomy.
Additionally, HyFlex learning has the potential to facilitate the development of learn-
ers’ identity. Stommel [
27
] views it as not only a pedagogical strategy that transforms
learning from a physical space into an online and dynamic environment, but also a learning
process in relation to identity construction. Eyal and Gil [
28
] elaborate on this process
by saying that “When learners become autonomous, they can make their own learning

Sustainability 2023,15, 9699 3 of 18
arrangements. Not only are they able to determine what and when to study and decide
what learning resources are suitable for their own learning needs, but they are also able
to help others with their learning and see themselves as experts in specific fields. This
learning shapes a learner’s identity which in turn creates further learning”.
In summary, HyFlex learning is blended, social, and fluid in nature: blended because
it focuses on using technology to conduct online classes in support of student learning as
an addition to traditional learning, social because it provides a digital learning space that
promotes social interaction in intellectual discussion, and fluid because it offers learning
choices that expand learners’ boundaries of learning [28].
2.2. Reviews of HyFlex Learning
The past decade has seen an increasing proliferation of empirical research on HyFlex
learning. However, reviews covering this topic are rather limited. Among the few related
reviews, Detienne et al. [
17
] surveyed the nature of synchronous HyFlex learning. The
authors identified various benefits and challenges ranging from increased flexibility and
reduced dropout rates to a low level of technology literacy among teachers and little ped-
agogical support provided to teachers. Jimenez-Saiz and Rosace [
18
] examined whether
problem-solving-based HyFlex learning could enhance biomedical instruction. They noted
a wide range of benefits and drawbacks. For instance, while students showed better class
performance when compared to traditional classroom learning, scarce pedagogical and
human resources were provided to instructors. In their review of the benefits, challenges,
and design principles of synchronous HyFlex learning, Raes et al. [
19
] found both organi-
sational and pedagogical benefits in terms of educational access, learning efficiency, and
teaching quality, as well as pedagogical and technical challenges for technological use and
curriculum and material design. Wong et al. [
29
] also presented a preliminary review of
the patterns of publications on HyFlex learning research.
The related reviews of HyFlex learning have primarily focused on its specific aspects,
such as benefits and challenges, design principles, and disciplinary practices. There is, how-
ever, no comprehensive review that provides an overview of its longitudinal development
and current status. This paper addresses the literature gap through a longitudinal review
of the publications on HyFlex learning to identify the features and patterns of relevant
research and practices over the past decade.
3. Research Method
3.1. Data Collection
For this review study, research articles were collected from Scopus. This publication
database was used because of its wide coverage of academic articles [
30
] and popularity as
the source of publication for literature reviews [
31
–
33
]. To search for relevant articles through
this database, the keywords “HyFlex” AND (“learning” OR “teaching” OR “education” OR
“course”) were used. The publication period of the articles was set as 2013–2022. An initial
search of the articles returned 115 results, which were further selected based on the following
selection criteria: (i) the article must report a research study and/or practice on HyFlex
learning; (ii) it must be written in English; and (iii) it must be available in full text. Those
articles failing to meet any of these criteria were excluded from the present study. Finally, a
total of 84 publications were selected. Figure 1illustrates the data collection procedures.
3.2. Data Analysis
The 84 articles on HyFlex learning were analysed through a content analysis approach
adopted from Li and Wong [
34
]. To address the research questions, information in the
articles related to the patterns of the publications, research issues, practices, benefits,
and challenges of HyFlex learning was identified and categorised. The categorisation of
information was first performed by two researchers and then checked by one of the authors
of this paper. Inconsistent cases were discussed until an agreement was reached. Based on

Sustainability 2023,15, 9699 4 of 18
the categorised information, the features and patterns of research and practices of HyFlex
learning over the years were analysed.
Sustainability 2023, 15, x FOR PEER REVIEW 4 of 18
Figure 1. Procedures for search and selection of relevant publications.
3.2. Data Analysis
The 84 articles on HyFlex learning were analysed through a content analysis ap-
proach adopted from Li and Wong [34]. To address the research questions, information in
the articles related to the paerns of the publications, research issues, practices, benefits,
and challenges of HyFlex learning was identified and categorised. The categorisation of
information was first performed by two researchers and then checked by one of the au-
thors of this paper. Inconsistent cases were discussed until an agreement was reached.
Based on the categorised information, the features and paerns of research and practices
of HyFlex learning over the years were analysed.
4. Results
4.1. Paerns of Publications on HyFlex Learning
4.1.1. Year of Publication
Figure 2 presents the number of publications on HyFlex learning. The number of
publications remained low before 2018. Since then, there has been an increasing trend in
the number. In particular, during the COVID-19 pandemic, the number of publications on
HyFlex learning more than doubled, increasing from 12 in 2020 to 29 in 2022, suggesting
its prevalence in this period.
Figure 1. Procedures for search and selection of relevant publications.
4. Results
4.1. Patterns of Publications on HyFlex Learning
4.1.1. Year of Publication
Figure 2presents the number of publications on HyFlex learning. The number of
publications remained low before 2018. Since then, there has been an increasing trend in
the number. In particular, during the COVID-19 pandemic, the number of publications on
HyFlex learning more than doubled, increasing from 12 in 2020 to 29 in 2022, suggesting its
prevalence in this period.
Sustainability 2023, 15, x FOR PEER REVIEW 5 of 18
Figure 2. Number of articles on HyFlex learning.
4.1.2. Source of Publication
Figure 3 shows the distribution of publication sources. Journal papers (65%) are the
most frequent type, followed by conference papers (34%), and book chapters (1%).
Figure 3. Distribution of publication sources.
A total of 61 sources were identified, among which only 8 have published more than
one paper on HyFlex learning. Table 1 shows the eight sources and the proportion of pa-
pers on HyFlex learning published in each of these sources. The Annual Conference of the
American Society for Engineering Education accounts for 11% of the publications, and the
ACM International Conference Proceeding Series contributes 4% of the publications. The
remaining sources each account for 3% of the publications. The broad range of publication
sources reveals that HyFlex learning has gained aention from the fields related to edu-
cational technologies and education in various subject disciplines.
Table 1. Publication sources with more than one paper on HyFlex learning.
Publication Source Freq. (%)
Annual Conference of the American Society for Engineering Education 11%
ACM International Conference Proceeding Series 4%
Computers & Education 3%
International Conference of Educational Innovation through Technology 3%
World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education 3%
Education and Information Technologies 3%
Interactive Learning Environments 3%
Learning Environments Research 3%
4.1.3. Most Cited Publications
Table 2 presents the 10 most cited publications on HyFlex learning. Notably, they
were published in various sources, and most of them were published in recent years. The
Figure 2. Number of articles on HyFlex learning.
4.1.2. Source of Publication
Figure 3shows the distribution of publication sources. Journal papers (65%) are the
most frequent type, followed by conference papers (34%), and book chapters (1%).

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Figure 2. Number of articles on HyFlex learning.
4.1.2. Source of Publication
Figure 3 shows the distribution of publication sources. Journal papers (65%) are the
most frequent type, followed by conference papers (34%), and book chapters (1%).
Figure 3. Distribution of publication sources.
A total of 61 sources were identified, among which only 8 have published more than
one paper on HyFlex learning. Table 1 shows the eight sources and the proportion of pa-
pers on HyFlex learning published in each of these sources. The Annual Conference of the
American Society for Engineering Education accounts for 11% of the publications, and the
ACM International Conference Proceeding Series contributes 4% of the publications. The
remaining sources each account for 3% of the publications. The broad range of publication
sources reveals that HyFlex learning has gained aention from the fields related to edu-
cational technologies and education in various subject disciplines.
Table 1. Publication sources with more than one paper on HyFlex learning.
Publication Source Freq. (%)
Annual Conference of the American Society for Engineering Education 11%
ACM International Conference Proceeding Series 4%
Computers & Education 3%
International Conference of Educational Innovation through Technology 3%
World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education 3%
Education and Information Technologies 3%
Interactive Learning Environments 3%
Learning Environments Research 3%
4.1.3. Most Cited Publications
Table 2 presents the 10 most cited publications on HyFlex learning. Notably, they
were published in various sources, and most of them were published in recent years. The
Figure 3. Distribution of publication sources.
A total of 61 sources were identified, among which only 8 have published more than
one paper on HyFlex learning. Table 1shows the eight sources and the proportion of
papers on HyFlex learning published in each of these sources. The Annual Conference of
the American Society for Engineering Education accounts for 11% of the publications, and
the ACM International Conference Proceeding Series contributes 4% of the publications.
The remaining sources each account for 3% of the publications. The broad range of publica-
tion sources reveals that HyFlex learning has gained attention from the fields related to
educational technologies and education in various subject disciplines.
Table 1. Publication sources with more than one paper on HyFlex learning.
Publication Source Freq. (%)
Annual Conference of the American Society for Engineering Education 11%
ACM International Conference Proceeding Series 4%
Computers & Education 3%
International Conference of Educational Innovation through Technology 3%
World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education 3%
Education and Information Technologies 3%
Interactive Learning Environments 3%
Learning Environments Research 3%
4.1.3. Most Cited Publications
Table 2presents the 10 most cited publications on HyFlex learning. Notably, they
were published in various sources, and most of them were published in recent years.
The results further support the above-mentioned finding that HyFlex learning has gained
attention widely from various fields. The highly cited publications address areas such as the
educational design of HyFlex learning, students’ engagement, interaction, and experience
in HyFlex learning, and the implementation of HyFlex learning.
Table 2. Top 10 most cited publications on HyFlex learning.
Title of Publication Year Source No. of Citations
Learning and instruction in the hybrid virtual
classroom: An investigation of students’
engagement and the effect of quizzes [35]
2020 Computers & Education 100
Towards a framework of interactions in a blended
synchronous learning environment: What effects are
there on students’ social presence experience? [36]
2016 Interactive
Learning Environments 54

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Table 2. Cont.
Title of Publication Year Source No. of Citations
Designing and improving a blended synchronous
learning environment: An educational design
research [37]
2017
International Review of
Research in Open and
Distance Learning
47
Students’ perspectives on the design and
implementation of a blended synchronous learning
environment [38]
2018 Australasian Journal of
Educational Technology 47
Pedagogical, social and technical designs of a
blended synchronous learning environment [39]2018 British Journal of
Educational Technology 41
Adopting HyFlex in higher education in response to
COVID-19: students’ perspectives [40]2021
Open Learning: The Journal
of Open, Distance
and e-Learning
39
Challenges of student equity and engagement in a
HyFlex course [41]2019 Blended Learning Designs in
STEM Higher Education 30
Applying blended synchronous teaching and
learning for flexible learning in higher education:
An action research study at a university in Hong
Kong [42]
2020 Asia Pacific Journal
of Education 28
Introducing social work to HyFlex blended learning:
A student-centred approach [43]2021 Journal of Teaching in
Social Work 21
Features fostering academic and social integration in
blended synchronous courses in graduate
programs [44]
2020
International Journal of
Educational Technology in
Higher Education
20
4.1.4. Level of Education
Figure 4presents the overall distribution of education levels at which HyFlex learning
is addressed in the publications. The results show that HyFlex learning has been studied
and practised mostly at the university education level (89%), followed by the secondary
(7%) and primary (4%) education levels.
Sustainability 2023, 15, x FOR PEER REVIEW 6 of 18
results further support the above-mentioned finding that HyFlex learning has gained at-
tention widely from various fields. The highly cited publications address areas such as the
educational design of HyFlex learning, students’ engagement, interaction, and experience
in HyFlex learning, and the implementation of HyFlex learning.
Table 2. Top 10 most cited publications on HyFlex learning.
Title of Publication Year Source
No. of
Citations
Learning and instruction in the hybrid virtual classroom: An
investigation of students’ engagement and the effect of quizzes
[35]
2020 Computers & Education 100
Towards a framework of interactions in a blended synchronous
learning environment: What effects are there on students’ social
presence experience? [36]
2016 Interactive Learning Environments 54
Designing and improving a blended synchronous learning
environment: An educational design research [37] 2017 International Review of Research in
Open and Distance Learning 47
Students’ perspectives on the design and implementation of a
blended synchronous learning environment [38] 2018 Australasian Journal of Educational
Technology 47
Pedagogical, social and technical designs of a blended
synchronous learning environment [39] 2018 British Journal of Educational
Technology 41
Adopting HyFlex in higher education in response to COVID-19:
students’ perspectives [40] 2021 Open Learning: The Journal of Open,
Distance and e-Learning 39
Challenges of student equity and engagement in a HyFlex course
[41] 2019 Blended Learning Designs in STEM
Higher Education 30
Applying blended synchronous teaching and learning for flexible
learning in higher education: An action research study at a
university in Hong Kong [42]
2020 Asia Pacific Journal of Education 28
Introducing social work to HyFlex blended learning: A student-
centred approach [43] 2021 Journal of Teaching in Social Work 21
Features fostering academic and social integration in blended
synchronous courses in graduate programs [44] 2020 International Journal of Educational
Technology in Higher Education 20
4.1.4. Level of Education
Figure 4 presents the overall distribution of education levels at which HyFlex learn-
ing is addressed in the publications. The results show that HyFlex learning has been stud-
ied and practised mostly at the university education level (89%), followed by the second-
ary (7%) and primary (4%) education levels.
Figure 5 reports the levels of education addressed in the publications in each year. It
shows that aention has been paid to HyFlex learning in primary and secondary educa-
tion since about 2018. However, the number of related publications remains small.
Figure 4. Overall distribution of education levels.
Figure 4. Overall distribution of education levels.
Figure 5reports the levels of education addressed in the publications in each year. It
shows that attention has been paid to HyFlex learning in primary and secondary education
since about 2018. However, the number of related publications remains small.

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Figure 5. Levels of education addressed in the publications in each year.
4.1.5. Region of Publication
Figure 6 shows the regions where HyFlex learning was studied or practised, as re-
ported in the publications. A total of 21 regions were found, with the United States (34%)
being the largest group, followed by China (14%), Canada (7%), Australia (7%), Singapore
(5%), Hong Kong (5%), and Indonesia (3%). The results reveal that HyFlex learning has
been studied and practised on various continents across the globe.
Table 3 further reports the number of publications in each year covering the regions.
It shows that HyFlex learning has been first examined in the United States, Australia,
China, Canada, and Egypt and gradually addressed in other regions. The COVID-19 pan-
demic is shown to be an important factor, which has facilitated the widespread practice
of HyFlex learning in recent years. A range of regions, such as Malaysia, France, New
Zealand, and Thailand, have been covered in the publications since about 2020.
Table 4 shows the educational institutions where HyFlex learning was practised and
studied that were reported in more than one publication. The results suggest the institu-
tions which have been active in HyFlex learning. Consistent with the above-reported find-
ings on regions, the institutions active in HyFlex learning are mainly located in regions
such as the United States, Australia, China, Canada, and Hong Kong.
Figure 6. Overall distribution of the regions in the publications.
Figure 5. Levels of education addressed in the publications in each year.
4.1.5. Region of Publication
Figure 6shows the regions where HyFlex learning was studied or practised, as re-
ported in the publications. A total of 21 regions were found, with the United States (34%)
being the largest group, followed by China (14%), Canada (7%), Australia (7%), Singapore
(5%), Hong Kong (5%), and Indonesia (3%). The results reveal that HyFlex learning has
been studied and practised on various continents across the globe.
Sustainability 2023, 15, x FOR PEER REVIEW 7 of 18
Figure 5. Levels of education addressed in the publications in each year.
4.1.5. Region of Publication
Figure 6 shows the regions where HyFlex learning was studied or practised, as re-
ported in the publications. A total of 21 regions were found, with the United States (34%)
being the largest group, followed by China (14%), Canada (7%), Australia (7%), Singapore
(5%), Hong Kong (5%), and Indonesia (3%). The results reveal that HyFlex learning has
been studied and practised on various continents across the globe.
Table 3 further reports the number of publications in each year covering the regions.
It shows that HyFlex learning has been first examined in the United States, Australia,
China, Canada, and Egypt and gradually addressed in other regions. The COVID-19 pan-
demic is shown to be an important factor, which has facilitated the widespread practice
of HyFlex learning in recent years. A range of regions, such as Malaysia, France, New
Zealand, and Thailand, have been covered in the publications since about 2020.
Table 4 shows the educational institutions where HyFlex learning was practised and
studied that were reported in more than one publication. The results suggest the institu-
tions which have been active in HyFlex learning. Consistent with the above-reported find-
ings on regions, the institutions active in HyFlex learning are mainly located in regions
such as the United States, Australia, China, Canada, and Hong Kong.
Figure 6. Overall distribution of the regions in the publications.
Figure 6. Overall distribution of the regions in the publications.
Table 3further reports the number of publications in each year covering the regions. It
shows that HyFlex learning has been first examined in the United States, Australia, China,
Canada, and Egypt and gradually addressed in other regions. The COVID-19 pandemic is
shown to be an important factor, which has facilitated the widespread practice of HyFlex
learning in recent years. A range of regions, such as Malaysia, France, New Zealand, and
Thailand, have been covered in the publications since about 2020.

Sustainability 2023,15, 9699 8 of 18
Table 3. Regions addressed in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
United States 2 2 1 4 5 5 11
China 1 1 3 2 2 1 2
Australia 1 2 3
Canada 1 1 1 2
Hong Kong 1 1 2
Singapore 1 2 1
Indonesia 1 2
Egypt 1 1
Japan 1 1
Jordan 1 1
Malaysia 1 1
Mexico 1 1
Sweden 1 1
Taiwan 1 1
United Kingdom 2
Belgium 1
France 1
New Zealand 1
Nigeria 1
Philippines 1
Thailand 1
Table 4shows the educational institutions where HyFlex learning was practised and
studied that were reported in more than one publication. The results suggest the institutions
which have been active in HyFlex learning. Consistent with the above-reported findings on
regions, the institutions active in HyFlex learning are mainly located in regions such as the
United States, Australia, China, Canada, and Hong Kong.
Table 4. Educational institutions reported in more than one publication.
Institution Region
New Mexico State University United States
Purdue University United States
University of Michigan United States
York College of Pennsylvania United States
Griffith University Australia
The University of Melbourne Australia
Central China Normal University China
South China Normal University China
The Hong Kong Polytechnic University Hong Kong
Universitéde Sherbrooke Canada
Assiut University Egypt
Nanyang Technological University Singapore
Malmo University Sweden
4.1.6. Subject Discipline
Figure 7shows the subject disciplines in which HyFlex learning was implemented.
A total of 25 subject disciplines were involved, with engineering (17%), languages (11%),
computer science (9%), and technology (8%) being relatively more frequent. Education
(5%), mathematics (5%), management (4%), statistics (4%), biology (3%), geography (3%),
and nursing (3%) were addressed in part of the studies. There are also disciplines covered
only once in the publications (classified as “others”), namely architecture, art, chemistry,
economics, finance, film, geology, history, law, medicine, music, psychology, social work,
and sociology. The results suggest that HyFlex learning could be implemented in a broad
range of subject disciplines.

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years. In recent years, relevant publications also address disciplines such as art, history,
medicine, and music.
Figure 7. Overall distribution of the subject disciplines.
Table 5. Subject disciplines addressed in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Engineering 1 1 4 7
Languages 1 2 1 1 3
Computer Science 1 1 2 3
Technology 1 2 1 2
Education 1 2 1
Mathematics 2 1 1
Management 1 2
Statistics 2 1
Biology 1 1
Geography 2
Nursing 1 1
Architecture 1
Art 1
Chemistry 1
Finance 1
Film 1
Geology 1
History 1
Law 1
Medicine 1
Music 1
Psychology 1
Social work 1
Sociology 1
4.2. Research Issues
Figure 8 presents the research issues examined in the publications. The most often
addressed research issue involves the features or design of HyFlex learning (27%), fol-
lowed by evaluating the benefits and challenges of HyFlex learning (21%), exploring
teachers’ or students’ experience in HyFlex learning (20%), and assessing teachers’ or stu-
dents’ perceptions of HyFlex learning (19%). A relatively smaller proportion of publica-
tions focusing on investigating the effectiveness of HyFlex learning is observed (13%).
Figure 7. Overall distribution of the subject disciplines.
Table 5reports the number of publications in each year addressing the subject dis-
ciplines. A publication may have covered more than one discipline. The results show
that HyFlex learning has been first applied in disciplines such as language, mathematics,
engineering, and technology and then examined in a broader range of disciplines in later
years. In recent years, relevant publications also address disciplines such as art, history,
medicine, and music.
Table 5. Subject disciplines addressed in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Engineering 1 1 4 7
Languages 1 2 1 1 3
Computer Science 1 1 2 3
Technology 1 2 1 2
Education 1 2 1
Mathematics 2 1 1
Management 1 2
Statistics 2 1
Biology 1 1
Geography 2
Nursing 1 1
Architecture 1
Art 1
Chemistry 1
Finance 1
Film 1
Geology 1
History 1
Law 1
Medicine 1
Music 1
Psychology 1
Social work 1
Sociology 1
4.2. Research Issues
Figure 8presents the research issues examined in the publications. The most often
addressed research issue involves the features or design of HyFlex learning (27%), followed
by evaluating the benefits and challenges of HyFlex learning (21%), exploring teachers’

Sustainability 2023,15, 9699 10 of 18
or students’ experience in HyFlex learning (20%), and assessing teachers’ or students’
perceptions of HyFlex learning (19%). A relatively smaller proportion of publications
focusing on investigating the effectiveness of HyFlex learning is observed (13%).
Sustainability 2023, 15, x FOR PEER REVIEW 10 of 18
Table 6 shows the number of publications examining the research issues in each year.
A publication may have examined more than one research issue. The features and design
of HyFlex learning have been examined in publications since the early years. In the past
couple of years, there have been relatively more publications that address the investiga-
tion of the effectiveness of HyFlex learning.
Figure 8. Overall distribution of the research issues.
Table 6. The research issues examined in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Examine the features or design of HyFlex learning 1 1 1 1 1 4 2 16
Evaluate the benefits and challenges of HyFlex learning 1 1 1 4 3 3 8
Explore teachers’ or students’ experiences in HyFlex learning 1 3 3 3 2 8
Assess teachers’ or students’ perceptions of HyFlex learning 1 2 2 2 3 4 5
Investigate the effectiveness of HyFlex learning 1 1 1 3 7
4.3. Practice of HyFlex Learning
Figure 9 presents the various ways to practise HyFlex learning as reported in the
publications. Four major practices of students participating in learning activities in classes
were identified, among which livestreaming and recorded lectures were the most popular
methods for students aending online classes (46%), followed by learning management
systems/learning platforms to provide materials and activities online (23%) and puing
students into groups to participate in learning activities at various schedules or locations
(18%). Additionally, 14% of the practices involved discussion forums and chat tools for
student interaction.
Table 7 reports the number of publications involving the major practices of HyFlex
learning in each year. There are publications that do not provide details about the practice
(thus no practice is observed in publications in 2015), and also publications that cover
more than one practice. The results suggest that HyFlex learning practices have involved
livestreaming and recorded videos as well as learning management systems/learning plat-
forms since the early years of implementation. The practices in recent years involved rel-
atively more interaction tools such as discussion forums and chat tools, as well as group-
ing of students. This is likely due to the COVID-19 pandemic, during which remote and
small-group learning activities were widely conducted.
Figure 8. Overall distribution of the research issues.
Table 6shows the number of publications examining the research issues in each year.
A publication may have examined more than one research issue. The features and design
of HyFlex learning have been examined in publications since the early years. In the past
couple of years, there have been relatively more publications that address the investigation
of the effectiveness of HyFlex learning.
Table 6. The research issues examined in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Examine the features or design
of HyFlex learning 1 1 1 1 1 4 2 16
Evaluate the benefits and
challenges of HyFlex learning 1 1 1 4 3 3 8
Explore teachers’ or students’
experiences in HyFlex learning
1 3 3 3 2 8
Assess teachers’ or students’
perceptions of HyFlex learning
1 2 2 2 3 4 5
Investigate the effectiveness of
HyFlex learning 1 1 1 3 7
4.3. Practice of HyFlex Learning
Figure 9presents the various ways to practise HyFlex learning as reported in the
publications. Four major practices of students participating in learning activities in classes
were identified, among which livestreaming and recorded lectures were the most popular
methods for students attending online classes (46%), followed by learning management
systems/learning platforms to provide materials and activities online (23%) and putting
students into groups to participate in learning activities at various schedules or locations
(18%). Additionally, 14% of the practices involved discussion forums and chat tools for
student interaction.

Sustainability 2023,15, 9699 11 of 18
Sustainability 2023, 15, x FOR PEER REVIEW 11 of 18
Figure 9. Overall distribution of common practices of HyFlex learning.
Table 7. The common practices of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Livestreaming and recorded lectures for online students 2 3 2 1 4 7 3 10 21
Learning management systems/learning platforms 1 2 2 6 5 2 9
Putting students into groups 1 1 2 1 2 5 9
Discussion forums and chat tools 1 1 1 3 2 7
4.4. Benefits of HyFlex Learning
Figure 10 shows the benefits of HyFlex learning as reported in the publications. The
enhancement of students’ learning experience and outcomes has been reported in the larg-
est proportion of publications (25%). This is followed by the improvement of flexibility for
students to participate in learning activities (22%), the promotion of a positive perception
from students and teachers (18%), and the provision of easy access to course content
(17%). Moreover, 8% of publications reported the facilitation of student engagement in
learning as well as the support for students’ remote learning as the benefits.
Table 8 presents the number of publications that report the benefits in each year. A
publication may report more than one type of benefit. The benefits of enhancing learning
experience and outcomes as well as improving flexibility to participate in learning activi-
ties have been widely reported throughout the years. Recent publications have reported
more on the benefits of supporting remote learning and facilitating learning engagement.
Figure 10. Benefits of HyFlex learning practices.
Figure 9. Overall distribution of common practices of HyFlex learning.
Table 7reports the number of publications involving the major practices of HyFlex
learning in each year. There are publications that do not provide details about the practice
(thus no practice is observed in publications in 2015), and also publications that cover
more than one practice. The results suggest that HyFlex learning practices have involved
livestreaming and recorded videos as well as learning management systems/learning
platforms since the early years of implementation. The practices in recent years involved
relatively more interaction tools such as discussion forums and chat tools, as well as
grouping of students. This is likely due to the COVID-19 pandemic, during which remote
and small-group learning activities were widely conducted.
Table 7. The common practices of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Livestreaming and recorded
lectures for online students 2 3 2 1 4 7 3 10 21
Learning management
systems/learning platforms 1 2 2 6 5 2 9
Putting students into groups 1 1 2 1 2 5 9
Discussion forums and chat tools 1 1 1 3 2 7
4.4. Benefits of HyFlex Learning
Figure 10 shows the benefits of HyFlex learning as reported in the publications. The
enhancement of students’ learning experience and outcomes has been reported in the largest
proportion of publications (25%). This is followed by the improvement of flexibility for
students to participate in learning activities (22%), the promotion of a positive perception
from students and teachers (18%), and the provision of easy access to course content (17%).
Moreover, 8% of publications reported the facilitation of student engagement in learning as
well as the support for students’ remote learning as the benefits.
Table 8presents the number of publications that report the benefits in each year. A
publication may report more than one type of benefit. The benefits of enhancing learning
experience and outcomes as well as improving flexibility to participate in learning activities
have been widely reported throughout the years. Recent publications have reported more
on the benefits of supporting remote learning and facilitating learning engagement.
4.5. Challenges of HyFlex Learning
Figure 11 explains the challenges encountered by teachers and students in HyFlex
learning. Technical problems such as unstable networks and a lack of required equipment
have been reported in the largest proportion of the publications (24%). There are also
difficulties for teachers and students in adjusting their teaching and learning approaches
because of unfamiliarity with HyFlex learning (19%). The lack of social presence and

Sustainability 2023,15, 9699 12 of 18
limited interaction between students and teachers and among students accounts for 16%
of the publications. This is followed by a low level of student engagement (15%). A few
publications have reported the difficulty of teachers in giving attention to both face-to-face
and online classes (8%), the students’ feeling of being ignored in classes (6%), and a high
workload for teachers in preparing for HyFlex classes (6%).
Sustainability 2023, 15, x FOR PEER REVIEW 11 of 18
Figure 9. Overall distribution of common practices of HyFlex learning.
Table 7. The common practices of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Livestreaming and recorded lectures for online students 2 3 2 1 4 7 3 10 21
Learning management systems/learning platforms 1 2 2 6 5 2 9
Putting students into groups 1 1 2 1 2 5 9
Discussion forums and chat tools 1 1 1 3 2 7
4.4. Benefits of HyFlex Learning
Figure 10 shows the benefits of HyFlex learning as reported in the publications. The
enhancement of students’ learning experience and outcomes has been reported in the larg-
est proportion of publications (25%). This is followed by the improvement of flexibility for
students to participate in learning activities (22%), the promotion of a positive perception
from students and teachers (18%), and the provision of easy access to course content
(17%). Moreover, 8% of publications reported the facilitation of student engagement in
learning as well as the support for students’ remote learning as the benefits.
Table 8 presents the number of publications that report the benefits in each year. A
publication may report more than one type of benefit. The benefits of enhancing learning
experience and outcomes as well as improving flexibility to participate in learning activi-
ties have been widely reported throughout the years. Recent publications have reported
more on the benefits of supporting remote learning and facilitating learning engagement.
Figure 10. Benefits of HyFlex learning practices.
Figure 10. Benefits of HyFlex learning practices.
Table 8. The benefits of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Enhance students’ learning experience
and outcomes 3 3 2 3 7 7 5 11
Improve flexibility for students to
participate in learning activities 1 2 1 1 2 4 5 6 2 13
Promote a positive perception of students
and teachers 1 1 1 1 3 6 6 3 7
Provide easy access to course content 1 4 2 1 4 8 3 5
Facilitate students’ engagement
in learning 1 1 2 1 9
Support students’ remote learning 1 1 1 1 2 6
Sustainability 2023, 15, x FOR PEER REVIEW 12 of 18
Table 8. The benefits of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Enhance students’ learning experience and outcomes 3 3 2 3 7 7 5 11
Improve flexibility for students to participate in learning activities 1 2 1 1 2 4 5 6 2 13
Promote a positive perception of students and teachers 1 1 1 1 3 6 6 3 7
Provide easy access to course content 1 4 2 1 4 8 3 5
Facilitate students’ engagement in learning 1 1 2 1 9
Support students’ remote learning 1 1 1 1 2 6
4.5. Challenges of HyFlex Learning
Figure 11 explains the challenges encountered by teachers and students in HyFlex
learning. Technical problems such as unstable networks and a lack of required equipment
have been reported in the largest proportion of the publications (24%). There are also dif-
ficulties for teachers and students in adjusting their teaching and learning approaches be-
cause of unfamiliarity with HyFlex learning (19%). The lack of social presence and limited
interaction between students and teachers and among students accounts for 16% of the
publications. This is followed by a low level of student engagement (15%). A few publica-
tions have reported the difficulty of teachers in giving aention to both face-to-face and
online classes (8%), the students’ feeling of being ignored in classes (6%), and a high work-
load for teachers in preparing for HyFlex classes (6%).
Table 9 presents the number of publications that report the challenges of HyFlex
learning in each year. A publication may report more than one type of challenge. Various
types of challenges have been reported throughout the years. Comparatively, publications
in recent years have reported more on the challenges related to the adjustment of teaching
and learning approaches and the high workload for teachers.
Figure 11. Challenges for teachers and students in HyFlex learning.
Table 9. The challenges of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Technical problems 2 3 1 3 3 5 4 14
Difficulty in adjusting teaching and learning approaches 1 1 3 4 5 2 13
Lack of social presence and limited interaction 1 1 1 2 1 5 5 8
Low level of student engagement 1 1 1 1 2 2 3 5 7
Difficulty in giving attention to both face-to-face and online classes for teachers 1 1 1 2 1 1 5
Feeling of being ignored for students 1 1 1 2 1 2 1
High workload for teachers 1 1 1 1 5
Figure 11. Challenges for teachers and students in HyFlex learning.

Sustainability 2023,15, 9699 13 of 18
Table 9presents the number of publications that report the challenges of HyFlex
learning in each year. A publication may report more than one type of challenge. Various
types of challenges have been reported throughout the years. Comparatively, publications
in recent years have reported more on the challenges related to the adjustment of teaching
and learning approaches and the high workload for teachers.
Table 9. The challenges of HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Technical problems 2 3 1 3 3 5 4 14
Difficulty in adjusting teaching and
learning approaches 1 1 3 4 5 2 13
Lack of social presence and
limited interaction 1 1 1 2 1 5 5 8
Low level of student engagement 1 1 1 1 2 2 3 5 7
Difficulty in giving attention to both
face-to-face and online classes for teachers
1 1 1 2 1 1 5
Feeling of being ignored for students 1 1 1 2 1 2 1
High workload for teachers 1 1 1 1 5
4.6. Recommendations for HyFlex Learning
Figure 12 shows the recommendations given in the publications for improving the
implementation of HyFlex learning. The most frequently made recommendation focuses
on adjusting teaching and learning strategies by teachers and students to cope with the
contexts of HyFlex learning (40%), such as the need for additional learning support for on-
line students to close the gap of intimacy and immediacy with their peers [
36
], and control
of access to the streaming class for students with a lower level of motivation or engage-
ment [
45
]. This is followed by upgrading the use of technology (25%), aiding teachers and
students to improve their familiarity with HyFlex learning (15%), and more administrative
support for teachers by institutions (15%). A few publications also recommended further
studies for advancing the HyFlex learning model (5%).
Sustainability 2023, 15, x FOR PEER REVIEW 13 of 18
4.6. Recommendations for HyFlex Learning
Figure 12 shows the recommendations given in the publications for improving the
implementation of HyFlex learning. The most frequently made recommendation focuses
on adjusting teaching and learning strategies by teachers and students to cope with the
contexts of HyFlex learning (40%), such as the need for additional learning support for
online students to close the gap of intimacy and immediacy with their peers [36], and
control of access to the streaming class for students with a lower level of motivation or
engagement [45]. This is followed by upgrading the use of technology (25%), aiding teach-
ers and students to improve their familiarity with HyFlex learning (15%), and more ad-
ministrative support for teachers by institutions (15%). A few publications also recom-
mended further studies for advancing the HyFlex learning model (5%).
Table 10 presents the number of publications that gave recommendations for HyFlex
learning in each year. Adjustment of teaching and learning strategies has been relatively
more widely recommended throughout the years. Other types of recommendations are
mainly provided in publications from recent years, particularly those on updates of tech-
nology use and the provision of administrative support from institutions.
Figure 12. Recommendations for HyFlex learning
.
Table 10. The recommendations for HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Adjustment of teaching and learning strategies 2 2 2 1 4 3 6 6 6
Upgrade of technology use 1 1 4 3 5 6
Assistance to improve familiarity with HyFlex learning 1 1 2 3 3 2
Provision of administrative support from institutions 1 1 1 2 1 6
Advancement of HyFlex learning model 2 1
5. Discussion
The results of this study present the longitudinal and latest development of HyFlex
learning in both research and practice. They supplement other related reviews in this area.
For example, when compared with the work of Detienne et al. [17], which summarised
the benefits and challenges of HyFlex learning based on 20 articles, our study systemati-
cally surveyed a much larger collection of 84 articles and analysed the longitudinal aspect
of HyFlex learning to identify its changes over the years. Furthermore, this study substan-
tially extended our previous preliminary review [29] on HyFlex learning research by also
covering its major practices and recommendations reported in the literature to highlight
the directions for sustainable development in this area.
Regarding the publication paerns in this area, the sharp increase in the number of
publications in the past three years may be due to a sudden shift in the mode of learning
from a traditional face-to-face classroom environment to a HyFlex classroom as a result of
Figure 12. Recommendations for HyFlex learning.
Table 10 presents the number of publications that gave recommendations for HyFlex
learning in each year. Adjustment of teaching and learning strategies has been relatively
more widely recommended throughout the years. Other types of recommendations are
mainly provided in publications from recent years, particularly those on updates of tech-
nology use and the provision of administrative support from institutions.

Sustainability 2023,15, 9699 14 of 18
Table 10. The recommendations for HyFlex learning reported in the publications in each year.
2013 2014 2015 2016 2017 2018 2019 2020 2021 2022
Adjustment of teaching and
learning strategies 2 2 2 1 4 3 6 6 6
Upgrade of technology use 1 1 4 3 5 6
Assistance to improve familiarity with
HyFlex learning 1 1 2 3 3 2
Provision of administrative support
from institutions 1 1 1 2 1 6
Advancement of HyFlex learning model 2 1
5. Discussion
The results of this study present the longitudinal and latest development of HyFlex
learning in both research and practice. They supplement other related reviews in this area.
For example, when compared with the work of Detienne et al. [
17
], which summarised the
benefits and challenges of HyFlex learning based on 20 articles, our study systematically
surveyed a much larger collection of 84 articles and analysed the longitudinal aspect of
HyFlex learning to identify its changes over the years. Furthermore, this study substan-
tially extended our previous preliminary review [
29
] on HyFlex learning research by also
covering its major practices and recommendations reported in the literature to highlight
the directions for sustainable development in this area.
Regarding the publication patterns in this area, the sharp increase in the number of
publications in the past three years may be due to a sudden shift in the mode of learning
from a traditional face-to-face classroom environment to a HyFlex classroom as a result
of the COVID-19 pandemic. This has drawn much attention in terms of examining the
effectiveness of HyFlex learning during the pandemic [
46
,
47
]. Relevant work has broadly
addressed areas such as HyFlex learning design for specific disciplines [
48
–
50
], as well
as the experiences of students and teachers [
40
,
51
,
52
]. The findings of relevant work
reveal that HyFlex has served as an effective teaching and learning approach during the
pandemic [
40
]. However, considering also the challenges as reported in the publications
and summarised in this review, future work should examine the extent to which HyFlex
learning remains an approach preferred by students and teachers after the pandemic.
Consistent with prior review studies on technology-enhanced education [
53
–
55
], the
findings of this study have revealed a large proportion of research on HyFlex learning at the
tertiary level of education. Such a result may be attributed to the flexibility of universities in
terms of course design, scheduling, and course delivery [
56
]. This facilitates university faculties
in designing and implementing HyFlex courses in different disciplines, which has resulted in a
wide range of data from those courses for analysing the effectiveness of HyFlex learning.
The findings on subject disciplines can be categorised into what Biglan [
57
,
58
] refers
to as pure–soft (e.g., education), pure–hard (e.g., biology), applied–soft (e.g., geography),
and applied–hard (e.g., computer science) disciplines. This diversity implies the cross-
disciplinary nature of HyFlex learning as well as the applicability of HyFlex learning in
various disciplines. The research issues covered in the HyFlex learning research highlight
two key areas of interest among researchers. One concerns the ways to improve student
learning outcomes by examining students’ learning experiences and behaviours
[36,59,60]
and teachers’ and students’ perceptions of HyFlex learning [
61
,
62
], whereas another per-
tains to the ways to optimise HyFlex learning by investigating the nature of HyFlex learning,
including its features, effectiveness, benefits, and challenges [44,63,64].
Notably, HyFlex learning lays an emphasis on technology use based on the findings
of its practices. The ways in which technologies such as livestreaming videos, learning
management systems, and chat tools are applied in the practices reveal that they have
been used primarily for three main purposes: course delivery, course management, and
in-class/off-class communication. The integration of these technologies into practices was
observed to bring various benefits to student learning: (i) allowing remote students to have

Sustainability 2023,15, 9699 15 of 18
a presence in face-to-face learning by watching livestreaming videos [
65
], (ii) improving
learning experiences and learning outcomes by having easy access to online instructional
resources and content from their teachers [
63
], (iii) increasing engagement and interaction
by making use of the chat function of online class platforms [
39
], and (iv) improving
teachers’ and students’ perceptions of HyFlex learning [41,62].
Concerning the recommendations given in the publications, the roles of teachers and
institutions are shown to play a major role in the success of HyFlex learning. Teachers’
adaptation of pedagogies and upgrading of digital skills for HyFlex learning are empha-
sised in the publications. These pedagogies and digital skills focus on enhancing student
engagement and interaction. Examples include using structured discussions that provide
equal opportunities to all participants in course discussions [
44
], controlling access to
streaming options (e.g., recorded videos) for students not meeting the class participation
criterion [
45
], using real-time communication tools [
42
], and using the number of times
that students watch class videos and the number of questions that they answer in an online
discussion forum as their attendance criterion [66].
Regarding the role of institutions, institutional support for HyFlex learning is high-
lighted in the publications as a factor contributing to the effectiveness of HyFlex learning.
It is shown that the support often occurs in two types. One is administrative and technical
support, such as offering credits for attending online classes [
42
], providing appropriate
facilities and equipment for HyFlex learning [
42
], hiring a teaching assistant to monitor
online chat content, and answering questions related to HyFlex courses [
38
]. Another type
is teacher-training support such as professional courses for training teachers to become
familiar with the hardware equipment and software systems for delivering HyFlex courses.
The finding echoes the observations of Lakhal and Meyer [
67
], who emphasise the impor-
tance of support for teachers since successful HyFlex learning requires close alignment of
institutional and teacher objectives.
6. Conclusions
This paper reports a longitudinal study of HyFlex learning, which contributes to
comprehensively revealing its publication patterns, research issues, features of practices,
benefits, and challenges, as well as recommendations given in the publications over the
past decade. The findings provide evidence showing HyFlex learning as an area of interest
among researchers with an increasing number of studies. While HyFlex learning has
been mainly studied at the tertiary education level, more research could be done on it at
secondary and primary education levels. Furthermore, most of the previous studies have
focused on teachers’ and students’ experiences and behaviours as well as their perceptions
of HyFlex learning. As such, further studies could examine other aspects which have
been relatively less explored such as the effective practices of HyFlex learning in subject
disciplines of various natures.
The findings of this study have shown that technology-mediated practices in HyFlex
learning are in close relation to course delivery, course management, and in-class/off-class
communication. They would help teachers to make informed decisions on the ways in which
technologies could be used to support HyFlex learning practices, selection of suitable technologies
that meet their teaching needs, and strategic planning of their teaching methods. Additionally,
the findings have summarised the recommendations for HyFlex learning and could serve as a
reference for institutions and teachers to enhance the effectiveness of HyFlex learning.
This study is limited by the publications examined, which were published mostly in
the past three years during the COVID-19 pandemic. This special context in which HyFlex
learning was implemented may limit the generalisability of the findings of the study. Future
research should cover relevant work carried out after education delivery has returned to
normal to examine the post-COVID-19 development of HyFlex learning. Moreover, future
research could analyse the relations between HyFlex learning and related types of learning
approaches such as flipped learning and blended learning in order to identify the similarities
and differences between them and further developments of HyFlex learning.

Sustainability 2023,15, 9699 16 of 18
Funding:
This research was funded by Hong Kong Metropolitan University (grant number 2021/011
and CP/2022/04).
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement:
The data presented in this study are available on request from the
corresponding author.
Conflicts of Interest: The authors declare no conflict of interest.
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