HyFlex Graduate Education: A Systematic Review.

Saved in:

Bibliographic Details
Title:	HyFlex Graduate Education: A Systematic Review.
Authors:	Romero-Hall, Enilda¹, Allen, Emilie¹, Morris, Aviann Antoinette², Duan, Yuexin¹, King, Ashley¹
Source:	Online Learning. Jun2026, Vol. 30 Issue 2, p271-301. 31p.
Abstract:	This paper presents the findings of a systematic literature review examining HyFlex instruction in graduate education over the past decade. The study aims to synthesize existing research on how universities are addressing the diverse needs of their graduate students through HyFlex instruction. This systematic review provides a comprehensive analysis of current research trends, including the distribution of publications over time, publication outlets, geographic location, and author affiliations. Additionally, it explores the research purpose, subject-matter domains, methodologies, and outcomes associated with HyFlex instruction in graduate education. Using updated PRISMA guidelines, the researchers conducted a systematic search across five databases. Ultimately, 28 peer-reviewed journal articles met the inclusion criteria. The findings reveal a growing body of literature on HyFlex instruction in graduate education, spanning diverse subject areas and employing various research methodologies. Key areas of focus include graduate students’ academic performance, interaction channels, class attendance, attentiveness, engagement, perceived satisfaction, and dimensions of dialogue. Other studies examined faculty perspectives on HyFlex instruction, particularly in relation to technology design, instructional design, organization and logistics, and skills and attitudes. Although HyFlex teaching gained significant traction during the COVID-19 pandemic, this review highlights the need for further research into its long-term relevance and effectiveness in a post-pandemic educational landscape. [ABSTRACT FROM AUTHOR]
	Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This paper presents the findings of a systematic literature review examining HyFlex instruction in graduate education over the past decade. The study aims to synthesize existing research on how universities are addressing the diverse needs of their graduate students through HyFlex instruction. This systematic review provides a comprehensive analysis of current research trends, including the distribution of publications over time, publication outlets, geographic location, and author affiliations. Additionally, it explores the research purpose, subject-matter domains, methodologies, and outcomes associated with HyFlex instruction in graduate education. Using updated PRISMA guidelines, the researchers conducted a systematic search across five databases. Ultimately, 28 peer-reviewed journal articles met the inclusion criteria. The findings reveal a growing body of literature on HyFlex instruction in graduate education, spanning diverse subject areas and employing various research methodologies. Key areas of focus include graduate students’ academic performance, interaction channels, class attendance, attentiveness, engagement, perceived satisfaction, and dimensions of dialogue. Other studies examined faculty perspectives on HyFlex instruction, particularly in relation to technology design, instructional design, organization and logistics, and skills and attitudes. Although HyFlex teaching gained significant traction during the COVID-19 pandemic, this review highlights the need for further research into its long-term relevance and effectiveness in a post-pandemic educational landscape. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v30i2.5001