Draft: SUNY Oswego HyFlex Policy
Background
SUNY IR defines a hyflex course as one that “combines online and face-to-face instruction simultaneously into one single course section, with the mode of direct instruction determined by each individual student. Students are able to choose how to participate in any given class meeting - online or face-to-face” (Open SUNY, n.d., retrieved from https://online.suny.edu/wp-content/uploads/2020/05/SUNY-and-IPEDS-Online-Learning-Definitions-May-2020.pdf).
For reference, SUNY Oswego recognizes and uses the following modalities in course scheduling:
Teaching Modalities
|
Type
|
Section Label
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Assigned Meeting Time?
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Assigned Classroom?
|
Comments
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|
Face to face
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100-699
|
Yes
|
Yes
|
Traditional format, in-person course
|
|
Hybrid
|
HY
|
Yes
|
Yes
|
The percentage of seated time vs. online time can vary as appropriate to the course needs.
Seated sessions should be noted in the Schedule of Classes comments and included in the syllabus.
Seated sessions should include interaction; cannot be used solely for exams.
Current SUNY Oswego Hybrid Policy developed April 15, 2015, Approved by Faculty Assembly May 4, 2015 (https://acquia-prod.oswego.edu/faculty-assembly/sites/acquia-prod.oswego.edu.faculty-assembly/files/archive_0/Proposed%20Hybrid%20Course%20Policy.pdf)
|
|
Synchronous Online
|
OY
|
Yes
|
No
|
No physical student presence on campus is required.
100% of the direct instruction is online and synchronous (in real time).
Like a face to face course, the synchronous online course is scheduled for a specific day/time each week that corresponds with the required contact hours for the credit hours associated with the course (ex: a 3-credit hour course meets synchronously for 3 hours/week).
|
|
Asynchronous Online
|
ON
|
No
|
No
|
All elements of the course are conducted online.
No physical presence on campus is required.
No synchronous activities are required.
Any synchronous sessions must be optional and/or recorded and available for asynchronous review.
|
|
Hyflex
|
HX
|
Yes
|
Yes
|
Simultaneous instruction to students in face to face class and online.
Students elect which modality they prefer to attend week-to-week.
Asynchronous students must have access to all instructional events and learning activities.
Real-time instruction should be recorded for asynchronous students’ use.
Faculty must ensure that the appropriate classroom technology is available.
Faculty must have instructional technology professional development and instructional support available during class time.
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Hyflex Policy Statement
A hyflex course is defined as a course section that is simultaneously facilitated on-campus and online synchronously, while also providing for asynchronous student participation. A hyflex course gives students the ability to choose to attend class sessions either face-to-face or online (e.g., synchronous, asynchronous). Students can move among available modalities from class session to session at their discretion.
A hyflex framework moves beyond the delivery of an in-person class that incorporates synchronous online options to engage in real-time or a recorded lecture posted for viewing asynchronously. It’s critical to recognize that a hyflex-designed course includes the following for every class session:
- Fully asynchronous virtual learning/engagement
- Synchronous virtual learning/engagement
- In person learning/engagement
In building the instructional activities, the instructor must provide equity and equivalency in learning activities and instructor interaction for students across modes of instruction. More specifically, in each of the learning modes, the instructional activities, lectures, and assignments are designed to be equivalent and result in the same learning outcomes for students regardless of the selected method of participation. Instructor presence should be equivalent across each session. Instructors should consider instructional ‘seat time’ for students across each method of instruction. Given that instructors must consider each modality for each class session, the hyflex framework may be best suited for courses that meet once per week.
As with all technology-supported modalities (asynchronous, synchronous, and hybrid), the need to facilitate an online, hyflex or hybrid course will be determined between instructors and department chairs during schedule development, and ultimately approved by the appropriate dean. At minimum, instructors electing to teach in a hyflex course have previously taught that course virtually, synchronously or asynchronously. Instructors must consult with their department chairs to evaluate the appropriateness of the hyflex framework for a particular course. As with all courses, the course modality must be informed by student need, and include quality assurance mechanisms, such as peer observation across each mode of instruction, peer review of learning activities, and student course evaluation.
Advance planning, including faculty development and course materials creation, is strongly encouraged due to hyflex’s multi-modal nature. Instructional design consultation during development is also strongly encouraged.
In scheduling courses built upon a hyflex framework, instructors and chairs must plan for maximum enrollment when considering the location for the course, in addition to the technical capabilities of the classroom. For example, the technology must allow students joining the course synchronously to engage in real-time with the instructor and peers.
