Problem Statement Although research on HyFlex learning exists (Beatty, 2019), and there has been a recent
increase on the number of publications focusing on the potential of HyFlex learning to meet the
need of institutions to ensure continuity of instruction during COVID-19 global pandemic
(Deckert, 2020; Etshman, 2021; García Aretio, 2021; Harris et al., 2020; Verrecchia &
McGlinchey, 2021), less is known about the experiences of minoritized students in HyFlex
courses. It is clear students of color and other underrepresented groups make up a large
percentage of the student body in California Community Colleges (CCC), and as the number of
colleges and universities offering HyFlex instruction grows, those students are increasingly more
likely to enroll in a HyFlex course or an entire program because of the flexibility this model
affords.
CCC students need a learning environment that provides attendance and participation
options suited to their individual life needs. A learning environment that provides flexibility for
students to attend and participate in learning activities conducive to achieving the learning
outcomes of the course or program is ideal. The ideal learning environment affords students the
opportunity to attain equivalent learning outcomes irrespective of whether they attend traditional
face-to-face classes or online classes, synchronous or asynchronous. This learning environment
must serve the needs of all students equitably, promoting active learning in each mode and in any
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combination of modes. The impetus for this study was the need: (a) for a plan for sustaining
instructional continuity, (b) to better understand if HyFlex learning environments can help create
access and promote student equity, and (c) for a set of specific guidelines for community college
leaders considering implementing a HyFlex approach at their campuses.
