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2006; Garrison & Vaughn, 2008; Kitchenham, 2005; Pape, 2010). Born circa 2006 (Beatty,
2019), HyFlex learning has become the front runner of hybrid-flexible options. This surge in
HyFlex offerings in colleges across the nation requires practitioners to acknowledge HyFlex is
more than online learning or face-to-face learning alone. Education practitioners must be aware
with this blending of the two modes and the flexibility inherent to the HyFlex model, there are
implications for all those involved in the teaching and learning ecosystem. As the HyFlex model
gains popularity and is implemented more widely across colleges and universities, it creates
implications for faculty, students, administrators, and educational leaders at all levels. These
implications range from understanding and supporting new roles, to creating new policies (and
updating existing ones), to designing and funding professional development programs and
support for faculty, and to creating student supports ecosystems purposefully designed for
HyFlex learners. All of this has to be done while considering student equity, applications and
limitations of new teaching and learning technologies, and the need to prepare and compensate
faculty to design and deliver HyFlex instruction effectively to meet the needs of all students.
