HyFlex Graduate Education: A Systematic Review

Abstract

This paper presents the results of a systematic literature review of HyFlex instruction in graduate education over the past decade. The objective is to synthesize research on how universities are addressing the diverse needs of their graduate students through HyFlex instructional options. This systematic review offers an overview of current research trends including an analysis of the distribution of publications over time, publication outlets, geographic location, and affiliations of authors. Additionally, the systematic review served to analyze the research purpose, subject-matter domains, research methodologies, and outcomes of HyFlex instruction research in graduate education. Using updated PRISMA guidelines, the researchers searched five databases. The original search yielded 1,543 articles which were then assessed in a multi-level review process that ultimately yielded 28 peer-reviewed journal articles that met all inclusion criteria. The findings indicated that the number of articles published on graduate HyFlex instruction is increasing in recent years, exists across many subject areas, and uses a variety of research methodologies. Also, the purpose of the investigations were often focused on the graduate students' learning experience such as their: academic performance, channels of interactions, class attendance, motivations, perceived satisfaction, social presence, and embodiment. In other instances, the purpose of the investigations were geared towards better understanding graduate faculty in HyFlex instruction, specifically: the application of supportive learning experiences, types of interactions, and reflective self-study. Although HyFlex teaching gained prominence during the COVID-19 pandemic, there is still a need for deeper research into its relevance in the post-pandemic landscape.