Hybrid-flexible (HyFlex) subject delivery and implications for teaching workload: a 'small data' analysis of one academic's first-hand experience in 2021 and 2022

The COVID-19 pandemic has had broad ranging impacts on the delivery of education at universities. In this context, hybrid-flexible teaching, or HyFlex (HF), has been offered at my university as a mode of delivery ostensibly suitable to what is ultimately a disrupted teaching environment. HF involves the delivery of a subject simultaneously in three modes: synchronous face-to-face, synchronous online and asynchronous. In this article I adopt a 'small data' research approach and examine my personal memos documenting my own implementation of a HF version of one undergraduate subject in two consecutive iterations. Existing research on HF is clear that students appreciate the convenience afforded, and while there is some general mention of the impact of HF on teacher workload, I set out to develop detailed insights by documenting and reflecting on my own experiences. Conclusions I reach are that attendance becomes complex and problematic in HF subjects, impacting curriculum design, teacher confidence and workload. Also, it is not practically possible to adapt existing synchronous subjects to HF without significant redesign, and this is to develop timely feedback interventions and create a sense of belonging for students. Hybrid-flexible learning is predicted to continue and expand in higher education, making the detailed account outlined here a valuable example.