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.

1. Introduction

Technological advances have facilitated the development of innovative forms of educational 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 [2,3,4]. 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 [7,8,9,10,11]. 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 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:

• What are the publication patterns of HyFlex learning over the past decade?
• What are the changes in research issues of HyFlex learning over the past decade?
• How have the practices of HyFlex learning been changed over the past decade?
• 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 learning [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 learning. 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 responsibility 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 learners’ 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 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 pedagogical 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 organisational 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, however, 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 [31,32,33]. 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 1 illustrates 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 the categorised information, the features and patterns of research and practices of HyFlex learning over the years were analysed.

4. Results

4.1. Patterns 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.

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%).

A total of 61 sources were identified, among which only 8 have published more than one paper on HyFlex learning.

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%

shows 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 publication sources reveals that HyFlex learning has gained attention from the fields related to educational technologies and education in various subject disciplines.

4.1.3. Most Cited Publications

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

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 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.

4.1.4. Level of Education

Figure 4 presents 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.

Figure 5 reports 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.

4.1.5. Region of Publication

Figure 6 shows the regions where HyFlex learning was studied or practised, as reported 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. 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

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 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.

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
Université de Sherbrooke	Canada
Assiut University	Egypt
Nanyang Technological University	Singapore
Malmo University	Sweden

shows 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.

4.1.6. Subject Discipline

Figure 7 shows 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.

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

reports the number of publications in each year addressing the subject disciplines. 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.

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%), followed by evaluating the benefits and challenges of HyFlex learning (21%), exploring teachers’ 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%).

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

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 investigation of the effectiveness of HyFlex learning.

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 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.

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

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 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.

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 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

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 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 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%).

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

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.

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 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%).

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

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 technology use and the provision of administrative support from institutions.

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 substantially 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 [48,49,50], 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 [53,54,55], 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 pertains 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 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 emphasised 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 highlighted 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 importance 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.