E-Book Hybrid Flexible Course Design-by-Beatty

Hybrid-Flexible Course Design Implementing student-directed hybrid classes Brian J Beatty Version: 1.10 Built on: 05/13/2020 11:00am This book is provided freely to you by CC BY: This book is released under a CC BY license, which means that you are free to with it as you please as long as you properly attribute it Table of Contents Acknowledgements Welcome to Hybrid-Flexible Course Design! Unit I Hybrid-Flexible Course Design to Support Student-Directed Learning Paths 11 Beginnings 12 Costs and Benefits for Hybrid-Flexible Courses and Programs 27 Values and Principles of Hybrid-Flexible Course Design 37 Designing a Hybrid-Flexible Course 43 Unit II Implementation and Adoption of Hybrid-Flexible Instruction 57 Teaching a Hybrid-Flexible Course 58 Learning in a Hybrid-Flexible Course 72 Supporting Hybrid-Flexible Courses and Programs 93 Expanding the Implementation of Hybrid-Flexible Courses and Programs 109 Evaluating the Impact of Hybrid-Flexible Courses and Programs 124 Unit III Hybrid-Flexible Implementations Around the World 143 Fitting Flexibility Across the Curriculum 144 One Size Fits None 153 New Technologies Deliver on the Promise of HyFlex 178 Using HyFlex in Statistics for Engineers and (Data) Scientists 194 HyFlex in Northern Ontario 205 HyFlex at Montana State University Billings 214 A Faculty Transitional Journey from Single Mode to HyFlex Teaching 223 Hyflex Learning within the Master of Teaching Program@KU Leuven 228 Contribute Your Hybrid-Flexible Story 244 Appendices 246 Appendix A Bibliography of Hybrid-Flexible Literature (using various terms) 247 Back Matter 256 Author Information 256 Citation Information 258 Acknowledgements Brian J Beatty This book is an expression of my journey with Hybrid-Flexible (HyFlex) course design over more than a decade, working with the students and faculty at San Francisco State University and many others in institutions of higher education around the world Many of the ideas and stories come directly from teaching using this approach, and learning from students and other faculty experiencing the journey alongside In particular I’d like to thank San Francisco State faculty Eugene Michaels, Kim Foreman, Peggy Benton, Patricia Donohue, Zahira Merchant, Jeff Brain, and Kevin Kelly for their significant contributions in initiating this work, shaping the values and guiding principles we adopted, using their design expertise to modify our practices, and trying this out for themselves so they could contribute “firsthand” insights Special thanks to Patricia Donohue and Jeff Brian for contributing their experiences in their own voices as videos in Chapter 2.1 Teaching a Hybrid-Flexible Course Of course, none of this would have even started without our need to serve students better in the Instructional Technologies graduate program at San Francisco State To those students who experienced the early versions of HyFlex course design I offer my eternal thanks for their patience, enthusiasm to be part of something new and different, and for their willingness to share their experiences in class, in course evaluations, research surveys, and in targeted messages to HyFlex students and faculty Highlighted in this book in Chapter 2.2 Learning in a Hybrid-Flexible Course are contributions from Catherine Mone, Nate Kaufman, Gustavo Campos, Jess Kaufman, Joel Compton, David Miles, Brian Rayner, and Kate Miffitt Many of the participants in workshops at professional conferences, sponsored by publishers, or hosted by institutions considering HyFlex adoption have shaped the story in meaningful ways also Some of the most impactful contributions are represented in the case reports found in Unit III; special thanks to the initial group of case report authors: Cathy Littlefield, Stephanie Donovan, Jeanne Samuel, Amanda Rosenzweig, Mark McLean, Rene Cintron, Glori Hinck, Lisa Burke, Jackie Miller, Melinda Baham, Melanie Lefebvre, Susan BalterReitz, Samuel Boerboom, and Zahira Merchant I'd also like to thank my family for their support, patience and willingness to live a life that requires flexibility itself in many ways: Nellie, my life partner, and our children Elizabeth, Teresa, Jennifer, Katherine, Angela and Christopher Our shared academic journey allowed each of you to follow your own path through your formal learning years, discovering what worked best for your specific situation at the time You provided lived evidence every day of the value of adapting instruction to meet the unique needs of learners, including participation mode Special thanks to Teresa for the cover design for the book! This book is offered to our education community as a gift to help others find their way to provide students with a better learning experience that meets their unique and individual needs for both flexibility and high quality This work has been often challenging, sometimes rewarding, and always interesting After you’ve received something important from this work, please share it with your students, faculty, administrators and others who may benefit I leave you with a final piece of ancient wisdom that seems very appropriate for an open access work: ”It is more blessed to give than to receive.” Acts 20:35, New International Version Brian Beatty, October 2019 Suggested Citation Beatty, B J (2019) Acknowledgements In B J Beatty, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes EdTech Books Retrieved from https://edtechbooks.org/hyflex/Acknowledge Welcome to Hybrid-Flexible Course Design! A brief introduction to the book Welcome to the HyFlex World Hybrid-flexible course designs - multi-modal courses which combine online and onground (classoom-based) students - have been used successfully for more than a decade at many higher education institutions around the world with a wide variety of courses At San Francisco State we call this design “HyFlex”; many campuses use this term and many others use their own term This book uses the terms "Hybrid-Flexible" and "HyFlex" interchangeably, often using the more general term "Hybrid-Flexible" to open a chapter and the shorter term "HyFlex" when referring to detailed approaches Other names for the HyFlex approach are referenced and used when describing other specific implementations, especially in the case reports of Unit III Often the initial impetus for developing a Hybrid-Flexible approach is a very real need to serve both online and onground students with a limited set of resources (time, faculty, space) which leads to a multi-modal delivery solution When students are given the freedom and ability to choose which mode to participate in from session to session, they are able to create their own unique hybrid experience Locally, we have started acknowledging the student control aspect, sometimes referring to HyFlex as delivering a “student-directed hybrid” learning experience This book provides readers with strategies, methods, and case stories related to HybridFlexible (HyFlex) course design so that they (you!) may make informed and thoughtful decisions about using it themselves and begin their own HyFlex course (re)design journey More specifically, based on the needs identified for their specific context, readers will be able to: a b c d gain an awareness of the HyFlex design, determine if and how HyFlex course design could help them solve critical needs, find their own innovative HyFlex solution to their specific challenges, begin the HyFlex implementation process using strategies similar to those used by instructors described in this book, and e take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students The book describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors, designers, students and administrators have experienced in a wide variety of higher education institutions; public and private, larger and small, research-intensive, comprehensive and community colleges These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student success metrics, student satisfaction) A series of worksheets in Chapter 1.4 provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution Case reports in Unit III from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting Unit I: Hybrid-Flexible Course Design to Support Student-Directed Learning Paths Unit I chapters explain the rationale for offering Hybrid-Flexible courses and programs, answering important questions related to "why?" Chapter 1.1 Beginnings provides one story of the development of the HyFlex design emerging from the background of multi-modal and blended or hybrid instructional practice in higher education This chapter also describes other approaches identical to HyFlex that use different terms for naming, and several very similar approaches that support varied student particpation modes, but don't meet our standard baseline requirements to be considered HyFlex Chapter 1.2 Costs and Benefits for Hybrid-Flexible Courses and Programs describes many of the common costs and benefits of implementing a HyFlex approach that instructors, students and adminstrators experience Discussion of specific cost-benefit relationships are included in other chapters as well, especially in the Unit III case reports, but chapter 1.2 brings them together in a concise discussion Chapter 1.3 Chapter 1.3 Values and Principles of Hybrid-Flexible Course Design explains the fundamental values and universal principles guiding HyFlex course design Four principle pillars provide a foundation from which designers can build effecive courses and programs that meet students' needs and implement effective practices Chapter 1.4 Designing a Hybrid-Flexible Course explains a simplified instructional design approach adapted for the HyFlex course context The design guidance in this chapter is meant to complement and supplement effective design practice already in place and followed by instructors (and design teams) in their single-mode courses Unit II: Implementation and Adoption of Hybrid-Flexible Instruction Chapters in Unit II explain how to build and deploy Hybrid-Flexible courses with specific focused discussions on the varied experiences and perspectives of major stakeholders: faculty, students, administration, and institution These chapters discuss many of the detailed issues, experiences and design decisions that must be managed in most HybridFlexible implementations; specific solutions in a variety of cases are explored in Unit III Chapter 2.1 Teaching a Hybrid-Flexible Course describes the experience of instructors who have taught using this approach, focusing on common challenges and successes they’ve encountered Chapter 2.2 Learning in a Hybrid-Flexible Course reports significant and common student experiences associated with learning in a HyFlex environment Chapter 2.3 Supporting Hybrid-Flexible Courses and Programs explains many of the administrative factors that accompany HyFlex approaches: scheduling, workload management, logistics and more Chapter 2.4 Expanding the Implementation of Hybrid-Flexible Courses and Programs explores the ways institutions have (or might) manage the expanding adoption of the HyFlex approach by instructors and administrators Chapter 2.5 Evaluating the Impact of Hybrid-Flexible Courses and Programs reviews some of the research already conducted to assess the value of the HyFlex approach in courses and programs Supplementing Chapter 2.5 is a bibliography (in Appendix A) of over 50 articles and presentations addressing Hybrid-Flexible-type approaches by any name This bibliography is continuously revised as new research is published Unit III: Hybrid-Flexible Implementations Around the World Chapters in Unit III provide specific case reports from institutions and faculty who have direct experience implementing Hybrid-Flexible courses in their own unique context Each chapter explains 1) the need for Hybrid-Flexible, 2) the design (product and process), 3) the implementation experience, and 4) an impact evaluation (when available) Chapter authors have all designed their own Hybrid-Flexible courses either as faculty or instructional designers working with faculty Their voices and stories provide a rich tapestry that is itself an example of a hybrid (mixed methods) flexible (changing, adaptive) approach to HybridFlexible course design This is an "open" textbook This open textbook is offered to you under a CC-BY open content license This license lets anyone distribute, remix, tweak, and build upon this work, even commercially, as long as the author(s) of the original creation are credited This is the most accommodating of the creative commons licenses offered and is recommended for maximum dissemination and use of licensed materials [For more on Creative Commons licenses, see: https://edtechbooks.org/-qi ] The authors of the chapters and case reports are enthusiastically sharing their ideas, strategies, practices and their stories for you to learn from and remix in any way you need to as you extend your own practice and better serve students around the world We are making a difference, and invite you to join with us 10 3.9 Contribute Your Hybrid-Flexible Story Call for Unit III Case Report Chapter Proposals Tell your story! Call for Unit III Case Report Chapter Proposals Submit your proposal soon! This book explains the principles of hybrid-flexible (HyFlex) course design, explains fundamental practices found in these courses, and reports results around student participation, academic success, and other metrics we may value The title of the book is: Hybrid-Flexible Course Design: Implementing student-directed hybrid classes A large part of the book is reserved for case reports from faculty and staff at institutions using some form of hybrid-flexible course design, large, mid-sized, or small scale We are continuosly looking for an author (or team of authors) who could write a chapter on [YOUR INSTITUTION]’s Hybrid-Flexible (use your term if you have one) Course Experience If you think you might be interested, please read on Thank you for considering this invitation (Please forward to others you know who may also be interested.) More about this work: The book URL is https://edtechbooks.org/hyflex and is published under a CC-BY open content license This license lets others distribute, remix, tweak, and build upon this work, even commercially, as long as they credit the author(s) for the original creation This is the most accommodating of the creative commons licenses offered and is recommended for maximum dissemination and use of licensed materials For more on Creative Commons licenses, see: https://edtechbooks.org/-qi Hybrid-flexible course designs have been used successfully for more than a decade at many higher education institutions with a wide variety of courses Often the initial impetus for developing a HyFlex approach is a very real need to serve both online and on ground students with a limited set of resources (time, faculty, space) which leads to a multi-modal delivery solution When students are given the freedom and ability to choose which mode to participate in, from session to session, they are able to create their own unique hybrid 244 experience We have started calling this a “student-directed hybrid” learning experience This volume provides readers with methods, case stories, and strategies related to HybridFlexible (HyFlex) course design so that they may make decisions about using it themselves and even begin their own HyFlex course (re)design More specifically, based on the needs identified for their course(s), readers will be able to a) determine if and how HyFlex course design could help them solve critical needs, b) take advantage of emerging opportunities to improve their education practice, enabling them to better serve more students, c) gain an awareness of the HyFlex design, d) find their own innovative HyFlex solution to their specific challenges, and e) begin the HyFlex implementation process using strategies similar to those used by instructors described in this book The volume describes the fundamental principles of HyFlex design, explains a process for design and development, and discusses implementation factors that instructors have experienced in various higher education institutions These factors include the drivers, the variations in implementation approaches and constraints, and the results (e.g., student scores, student satisfaction) A series of worksheets provides specific guidance that can be used by individuals or teams engaging in HyFlex design projects at their own institution Case reports from institutions and faculty who have successfully implemented HyFlex-style courses provide a rich set of real-world stories to draw insights for a reader’s own design setting If you are interested, please let me know via email bjbeatty@sfsu.edu, and we can discuss specifics for your chapter if you have questions Sincerely, Dr Brian Beatty, Associate Vice President for Academic Affairs Operations Associate Professor, Instructional Technologies 447 Administration San Francisco State University 1600 Holloway Ave San Francisco, CA 94132 415-338-6833 bjbeatty@sfsu.edu 245 Appendices 246 Appendix A Bibliography of HybridFlexible Literature (using various terms) Brian J Beatty Abdelmalak, M (March, 2013) HyFlex course design: A case study of an educational technology course Proceedings of Society for Information Technology & Teacher Education (SITE) International Conference, New Orleans, LA USA Abdelmalak, M (2014) Towards Flexible Learning for Adult Students: HyFlex Design In M Searson & M Ochoa (Eds.), Proceedings of SITE 2014 Society for Information Technology & Teacher Education International Conference (pp 706-712) Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE) Retrieved April 4, 2019 from https://edtechbooks.org/-VxGa Abdelmalak, M., Parra, J (2016, October) Expanding Learning Opportunities for Graduate Students with HyFlex Course Design International Journal of Online Pedagogy and Course Design 6(4) Abdelmalak, M M., & Parra, J L (2018) Case Study of HyFlex Course Design: Benefits and Challenges for Graduate Students In R Sharma (Ed.), Innovative Applications of Online Pedagogy and Course Design (pp 298-317) Hershey, PA: IGI Global doi:10.4018/978-1-5225-5466-0.ch015 Alexander, M.M., Lynch, J.E., Rabinovich, T., & Knutel, P.G (2014) Snapshot of a hybrid learning environment The Quarterly Review of Distance Learning, 15(1), 9-21 Beatty, B (2006, October) Designing the HyFlex World- Hybrid, Flexible Classes for All Students Paper presented at the Association for Educational Communication and Technology International Conference, Dallas, TX Beatty, B (2007) Transitioning to an Online World: Using HyFlex Courses to Bridge the Gap In C Montgomerie & J Seale (Eds.), Proceedings of ED-MEDIA 2007 World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp 2701-2706) Vancouver, Canada: Association for the Advancement of Computing in Education (AACE) Retrieved April 5, 2019 from https://edtechbooks.org/-ohe Beatty, B (2007, October) Hybrid Classes with Flexible Participation Options – If you build it, how will they come? Proceedings of the Association for Educational Communication and 247 Technology International Conference, Anaheim, CA Beatty, B (2007, November) Blended Learning for Students with Choice: The HyFlex Course and Design Process Peer-reviewed paper presented at the Thirteenth Sloan-C International Conference on Online Learning, Orlando, FL Beatty, B (2008) HyFlex Delivery for US Army Counter Insurgency (COIN) Training Applications In Lickteig, C W., Bailenson, J., Beatty, B., Dunleavy, M., Graham, C R., Kozlowski S.W., & Mayer, R E Innovative Training Methods for the Contemporary Operating Environment: Contributions from the Consortium Research Fellows Program (ARI Special Report) Arlington, VA: U.S Army Research Institute for the Behavioral and Social Sciences Beatty, B (2008) Sloan Consortium Effective Practice Award: Using the “HyFlex” Course and Design Process Retrieved 04/04/2016 from https://edtechbooks.org/-Zvd Beatty, B (2009, October) Student Self-reflections on Learning in a Hybrid Course Environment: Do Participation Mode Differences Lead to Differences in Reflections? Peerreviewed paper presented at the Association for Educational Communication and Technology International Conference, Louisville KY Beatty, B (2011, November) HyFlex Course Design: A Summary Report on Five Years of Implementation Peer-reviewed paper presented at the Association for Educational Communication and Technology International Conference, Jacksonville, FL Beatty, B (2012, April) HyFlex Course Design: The Advantages of Letting Students Choose the Blend Peer-reviewed paper presented at Sloan-C Blended Learning Conference, Milwaukee, WI Beatty, B J (2014) Hybrid courses with flexible participation – The HyFlex Course Design In L Kyei-Blankson and E Ntuli (Eds.) Practical Applications and Experiences in K-20 Blended Learning Environments (pp 153-177) Hershey, PA: IGI Global Beatty, B J (2019) Hybrid-Flexible Course Design: Implementing Student-Directed Hybrid Classes EdTech Books Available online: https://edtechbooks.org/hyflex/ Beatty, B., Littlefield, C., Miller, J., Rhoads, D., Shaffer, D., Shurance, M and Beers, M (2016, April) Hybrid Flexible Course and Program Design: Models for Student-Directed Hybrids Paper and panel session presented at the OLC Innovate 2016 Conference, New Orleans, LA Bell, J., Sawaya, S., & Cain, W (2014) Synchromodal classes: Designing for shared learning experiences between face-to-face and online students International Journal of Designs for learning, 5(1), 68-82 [French language] Bergeron, M.-H (2014) Innovating to promote access to higher 248 education in rural areas Pédagogie Collégiale Vol 27, No 4, Summer 2014 Retrieved from http://aqpc.qc.ca/sites/default/files/revue/Bergeron-Vol_27-4.pdf Binnewies, S., Wang, Z (2019) Challenges of Student Equity and Engagement in a HyFlex Course In C Allan, C Campbell, and J Crough (Eds.) Blended Learning Designs in STEM Higher Education: Putting Learning First (pp 209-230) Singapore: Springer Nature Boelens, R., De Wever, B., & Voet, M (2017) Four key challenges to the design of blended learning: A systematic literature review Educational Research Review, 22, pp 1-18 doi:https://doi.org/10.1016/j.edurev.2017.06.001 Bower, M., Dalgarno, B., Kennedy, G E., Lee, M J W., & Kenney, J (2015) Design and implementation factors in blended synchronous environments: Outcomes from a cross-case analysis Computers & Education, 86, 1-17 Bower, M.,Kennedy, G E., Dalgarno, B., Lee, M J W., and Kenney, J (2014) Blended synchronous learning: A handbook for educators Retrieved from http://blendsync.org/handbook/ Bower M., Kenney, J., Dalgarno, B., Lee, M J W., & Kennedy, G E (2014) Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities Australasian Journal of Educational Technology, 30(3), 261-272 Butz, N T., Stupnisky, R H., Peterson, E S., & Majerus, M M (2014) Self-determined motivation in synchronous hybrid graduate business programs: Contrasting online and oncampus students Online Learning and Teaching, 10, 211-227 Butz, N T., Stupnisky, R H (2017) Improving student relatedness through an online discussion intervention: The application of self-determination theory in synchronous hybrid programs Computers & Education, 114 (2017), pp 117-138, 10.1016/j.compedu.2017.06.006 Day, S & Verhaart, M (2016) Determining the requirements for geographically extended learning (gxLearning): A multiple case study approach In S Barker, S Dawson, A Pardo, & C Colvin (Eds.), Show Me The Learning Proceedings ASCILITE 2016 Adelaide (pp 182-191) Day, S., & Verhaart, M (2016) Beyond Wi-Fi: Using Mobile devices for gxLearning in the field In M Verhaart, A Sarkar, E Erturk & R Tomlinson (Eds.), Proceedings of the 7th Annual Conference of Computing and Information Technology Education and Research in New Zealand incorporating the 29th Annual Conference of the NACCQ, Wellington, New Zealand, 11th-13th July 2016 (pp 27-33) Retrieved from http://www.citrenz.ac.nz/conferences/2016/pdf/2016CITRENZ_1_Day_gxLearning_16-3.pdf 249 Detienne, L., Raes, A & Depaepe, F (2018) Benefits, Challenges and Design Guidelines for Synchronous Hybrid Learning: A Systematic Literature Review In T Bastiaens, J Van Braak, M Brown, L Cantoni, M Castro, R Christensen, G Davidson-Shivers, K DePryck, M Ebner, M Fominykh, C Fulford, S Hatzipanagos, G Knezek, K Kreijns, G Marks, E Sointu, E Korsgaard Sorensen, J Viteli, J Voogt, P Weber, E Weippl & O Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp 2004-2009) Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE) Retrieved September 20, 2019 from https://edtechbooks.org/-woe Donovan, S A G (2018) Mixed methods study of the fit instructional model on attributes of student success (Order No 10935064) Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection (2115548318) Retrieved from https://search.proquest.com/docview/2115548318?accountid=13802 Educause (2010) Seven things you should know about the HyFlex course model Retrieved 04/04/2016 from http://net.educause.edu/ir/library/pdf/ELI7066.pdf Elder, S J (2018) Multi-Options: An Innovative Course Delivery Methodology Nursing Education Perspectives 39(2), pp 110-112 Gobeil-Proulx, J (2019) La perspective étudiante sur la formation comodale, ou hybride flexible [What university students think about hybrid-flexible, or HyFlex courses?] Revue internationale des technologies en pédagogie universitaire, 16(1), pp 56-67 Available online: https://doi.org/10.18162/ritpu-2019-v16n1-04 Gounari, P and Koutropoulos, A (2015) Using Blended Principles to Bridge the Gap between Online and On-Campus Courses In L Kyei-Blankson and E Ntuli (Eds.) 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Proceedings of the 3rd Annual Conference of the Computing and Information Technology Research and Education of New Zealand Conference (Incorporating the 25th NACCQ Conference), Christchurch, New Zealand October 7-10 pp 75-81 Weitze Laerke, C (2016) Learning Design Patterns for Hybrid Synchronous Video-Mediated 254 Learning Environments In: Nortvig, A.-M., Sørensen, B H., Misfeldt, M., Ørngreen, R., Allsopp, B B., Henningsen, B S., & Hautopp, H (eds.), Proceedings of the 5th International Conference on Designs for Learning, 1st ed., 236–252 Aalborg Universitetsforlag DOI: https://edtechbooks.org/-zsa [Spanish language] Yaguana Romero, H., Chavez, N., & Gutierrez, I (2016) HyFlex, hybrid and flexible model for university education: Case study: Universidad Técnica Particular de Loja — Ecuador 2016 11th Iberian Conference on Information Systems and Technologies (CISTI), 2016, 1-4 Yuskauskas, A., Shaffer, D., & Grodziak, E (2015) Employing disruptive innovation in a nascent undergraduate health policy program The Journal of Health Administration Education, 32(4), 515 Zemeckis, D R (2020) Offering a Hyflex Fisheries Science Course for Stakeholders of New Jersey’s Fisheries Journal of Extension, 58(1), Article #58-1iw4 Suggested Items Please suggest additions to this bibliography in the field below Text is automatically submitted upon leaving or closing the page Suggested Citation Beatty, B J (2019) Appendix A Bibliography of Hybrid-Flexible Literature (using various terms) In B J Beatty, Hybrid-Flexible Course Design: Implementing student-directed hybrid classes EdTech Books Retrieved from https://edtechbooks.org/hyflex/biblio 255 256 Brian J Beatty Dr Brian Beatty is Associate Professor of Instructional Technologies in the Department of Equity, Leadership Studies and Instructional Technologies at San Francisco State University Brian’s primary areas of interest and research include social interaction in online learning, flipped classroom implementation, and developing instructional design theory for Hybrid-Flexible learning environments At SFSU, Dr Beatty pioneered the development and evaluation of the HyFlex course design model for blended learning environments, implementing a “student-directedhybrid” approach to better support student learning Previously (2012 – 2020), Brian was Vice President for Academic Affairs Operations at San Francisco State University (SFSU), overseeing the Academic Technology unit and coordinating the use of technology in the academic programs across the university He worked closely with IT professionals and leaders in other units to coordinate overall information technology strategic management at SFSU Prior to 2012, Brian was Associate Professor and Chair of the Instructional Technologies department in the Graduate College of Education at SFSU He received his Ph.D in Instructional Systems Technology from Indiana University Bloomington in 2002 Dr Beatty also holds several CA single-subject teaching credentials, an M.A in Instructional Technologies from SF State and a B.S in Electrical Engineering from Marquette University Dr Beatty has more than 25 years’ experience as a classroom teacher, trainer, and instructional designer at schools, businesses, and the US Navy 257 Beatty, B J (2019) Hybrid-Flexible Course Design: Implementing studentdirected hybrid classes (1st ed.) EdTech Books Retrieved from https://edtechbooks.org/hyflex CC BY: This book is released under a CC BY license, which means that you are free to with it as you please as long as you properly attribute it 258 ... and Adoption of Hybrid- Flexible Instruction 57 Teaching a Hybrid- Flexible Course 58 Learning in a Hybrid- Flexible Course 72 Supporting Hybrid- Flexible Courses and Programs... Hybrid- Flexible Courses and Programs 27 Values and Principles of Hybrid- Flexible Course Design 37 Designing a Hybrid- Flexible Course 43 Unit II Implementation and Adoption of Hybrid- Flexible. .. Costs and Benefits for Hybrid- Flexible Courses and Programs, Chapter 2.1 Teaching a Hybrid- Flexible Course (faculty perspective), Chapter 2.2 Learning in a Hybrid- Flexible Course (student perspective),