Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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Participant Selection

Setting
I sought to understand the experiences of minoritized students who have taken at least
one college-level HyFlex course in the United States. This meant participants could be students
currently enrolled in HyFlex at the time of the study or could be former students who had already
completed at least one HyFlex course. Another factor influencing my choice of site was although
the number of HyFlex programs had been growing, there was still a relatively small number at
the time of the study. For these reasons, I did not look at one specific site because participants in
the study may no longer have been in school, or I might not have gotten enough participant
responses. Instead, I put out nationwide calls for participants in the community groups in
EDUCAUSE and used purposeful sampling to select participants via mailing list of current and
former students who had taken or completed at least one HyFlex course in the United States. I
also posted my calls on professional networking groups on LinkedIn to reach potential
participants. Additionally, I used the help of two gatekeepers to assist me in getting access to
their HyFlex networks.
Participant Selection
Because of the research questions I sought to investigate, the ideal candidates to
participate in this study were minoritized students (minoritized by ethnicity, gender, language,
disability). Because I had no certainty at the time of who would respond, the call was open to
anyone who had completed at least one HyFlex course. From those who responded, I chose 10
participants to interview using purposeful sampling. The intended sample consisted of up to 10
participants who had completed at least one HyFlex course in the United States. In the interest of
inclusivity, I aimed for a diverse pool of participants to make sure minoritized voices were heard.

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With the help of two gatekeepers (i.e., my dissertation chair and an instructional designer
at a public college), I was able to recruit enough participants using purposeful sampling to select
the desired number of participants for this study. I posted calls for participation in various
community forums on EDUCAUSE and also posted professional networking groups on LinkedIn
to reach out to potential participants that may be available in those networks. Once I started
getting responses from interested individuals, I sent out a short survey (see Appendix A) to all
respondents asking to confirm they had completed at least one HyFlex course and to voluntarily
provide demographic data to help me narrow down the pool to include only participants who fit
the demographics I sought to investigate. For comparison purposes, I included one or two
participants who had taken a HyFlex course but may not have met the study’s definition for
minoritized (i.e., race, gender, language, disability), but my primary sample consisted of
minoritized participants. Individuals who had not completed at least one college-level HyFlex
course in the United States were not included in the study.

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