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HyFlex Learning Research and Practice: A Longitudinal Analysis

Author

Listed:
  • Billy T. M. Wong

    (Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China)

  • Kam Cheong Li

    (Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China)

  • Hon Tung Chan

    (Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China)

  • Simon K. S. Cheung

    (Institute for Research in Open and Innovative Education, Hong Kong Metropolitan University, Homantin, Kowloon, Hong Kong, China)

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.

Suggested Citation

  • Billy T. M. Wong & Kam Cheong Li & Hon Tung Chan & Simon K. S. Cheung, 2023. "HyFlex Learning Research and Practice: A Longitudinal Analysis," Sustainability, MDPI, vol. 15(12), pages 1-18, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9699-:d:1173201
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    References listed on IDEAS

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    1. Philippe Mongeon & Adèle Paul-Hus, 2016. "The journal coverage of Web of Science and Scopus: a comparative analysis," Scientometrics, Springer;Akadémiai Kiadó, vol. 106(1), pages 213-228, January.
    2. Kam Cheong Li & Billy T. M. Wong & Reggie Kwan & Hon Tung Chan & Manfred M. F. Wu & Simon K. S. Cheung, 2023. "Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics," Sustainability, MDPI, vol. 15(8), pages 1-13, April.
    3. Mariam Mouse Matta Abdelmalak & Julia Lynn Parra, 2016. "Expanding Learning Opportunities for Graduate Students with HyFlex Course Design," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global Scientific Publishing, vol. 6(4), pages 19-37, October.
    4. Kam Cheong Li & Billy Tak-Ming Wong & Reggie Kwan & Manfred Wu, 2023. "Learning in a hybrid synchronous mode: experiences and views of university students," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 34(2), pages 197-207.
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    Cited by:

    1. Billy T. M. Wong & Kam Cheong Li & Mengjin Liu, 2025. "The Role of Learning Analytics in Evaluating Course Effectiveness," Sustainability, MDPI, vol. 17(2), pages 1-22, January.

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