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<p>Hybrid Flexible (HyFlex) instruction offers a promising approach to enhancing flexibility and student engagement in undergraduate education. Yet, challenges related to technology, faculty readiness, and equity remain. This systematic review serves to explore current trends in the peer-reviewed literature on HyFlex learning between 2013 and 2023, specifically within the context of undergraduate education. The PRISMA principles were used as a guide to complete this review. Researchers conducted a broad search of HyFlex instruction research&#xa0;using five electronic databases. A total of 1,512 articles were screened as part of the systematic review. A total of 46 articles met the&#xa0;inclusion criteria. The results of the systematic review revealed that between 2013 and 2021 there were very few publications per year related to HyFlex instruction in undergraduate education. However, the number of publications increased significantly in 2022 and 2023. The results of the systematic review also revealed that research in HyFlex instruction in undergraduate education is a global and highly collaborative endeavor. In terms of major research trends, the systematic review also served to better understand the context in which the implementation of HyFlex instruction in undergraduate education was explored including the subject–matter of the instruction, number of participants, and research methodology. Of the 46 studies reviewed, the majority reported neutral findings, indicating that HyFlex instruction had neither a distinctly positive nor negative impact. Key findings from the&#xa0;research focused on HyFlex instruction design and learning strategies in undergraduate education are also discussed.</p>

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A decade of HyFlex learning: a systematic review in undergraduate education

  • 期刊论文

  • 发表日期：

    2025年8月4日

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  • Enilda Romero-Hall,
  • Emilie Allen,
  • Yuexin Duan,
  • Aviann Antoinette Morris

摘要

Hybrid Flexible (HyFlex) instruction offers a promising approach to enhancing flexibility and student engagement in undergraduate education. Yet, challenges related to technology, faculty readiness, and equity remain. This systematic review serves to explore current trends in the peer-reviewed literature on HyFlex learning between 2013 and 2023, specifically within the context of undergraduate education. The PRISMA principles were used as a guide to complete this review. Researchers conducted a broad search of HyFlex instruction research using five electronic databases. A total of 1,512 articles were screened as part of the systematic review. A total of 46 articles met the inclusion criteria. The results of the systematic review revealed that between 2013 and 2021 there were very few publications per year related to HyFlex instruction in undergraduate education. However, the number of publications increased significantly in 2022 and 2023. The results of the systematic review also revealed that research in HyFlex instruction in undergraduate education is a global and highly collaborative endeavor. In terms of major research trends, the systematic review also served to better understand the context in which the implementation of HyFlex instruction in undergraduate education was explored including the subject–matter of the instruction, number of participants, and research methodology. Of the 46 studies reviewed, the majority reported neutral findings, indicating that HyFlex instruction had neither a distinctly positive nor negative impact. Key findings from the research focused on HyFlex instruction design and learning strategies in undergraduate education are also discussed.