HyFlex learning environments have been meeting the unique needs of students and institutions for nearly 20 years. However, it was the pandemic that gave HyFlex its widespread acceptance and application. Literature suggests that HyFlex may now be considered part of the new norm in education and therefore, further study is needed on how it affects both teaching and learning. Our flipped design thinking course leverages active learning requiring the instructor and students to interact extensively. We piloted a specific version of HyFlex we named “Interactive Synchronous HyFlex” where students can participate on a daily basis in person or synchronously online. In this specific instance of HyFlex we explore: (1) Does student academic performance differ in the HyFlex environment compared to the Face to Face only environment? And (2) Does student academic performance differ based on how they chose to participate in the HyFlex course? Data were collected for this quasi-experimental study design on overall semester grades and three significant design projects during the semester. We compared the course offered as a Face to Face only experience to the course offered as a HyFlex course enabling remote participation. Second, we parse students in the HyFlex course into two categories: those who did not participate remotely vs. those who participated remotely once or more times. Students in the HyFlex course had a significantly different grade distribution earning more A’s and more F’s than their Face to Face only counterparts. Given the positive results of the Interactive Synchronous HyFlex approach, we plan to continue implementing it in our introductory design course though we will increase our attention on the remote students as they may need additional scaffolding to be successful.

Remote learning through various communication systems has been available as a teaching strategy for many years. During the COVID-19 pandemic, remote learning has become an important method of educational delivery available for K-12 and higher education as leaders follow the health and safety guidelines. However, in remote learning environments, active learning collaborative team projects are more complex. Many institutions of higher learning around the country began using a Hybrid-Flexible (HyFlex) instructional model in response to the current global pandemic where students can choose to take online or face to face sections of their course. The flexibility in the model allows students and school systems to follow social distancing guidelines while providing quality educational experiences. Dumford and Miller (2018) contend "a user-friendly design and adequate technological support must be considered differently within online education" (p. 453) since online students sometimes feel isolated from professors. We offered an online only version of our traditionally face-to-face design thinking course during the fall of 2020. Students participated from different parts of the world and various time zones. Course materials were available in the learning management software and students worked as individuals and in small groups asynchronously and synchronously. Active learning in small groups requires collaboration, which is potentially more difficult in online environments. This research brief reports on our comparison of collaboration between the two modes of participation.

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