Hybrid Flexible Instruction: Exploring Faculty Preparedness

Abstract

The aim of this investigation was to survey faculty members on their perceived level of preparedness to design and implement hybrid flexible (HyFlex) instruction. Participants included 121 full- and part-time faculty. Using an electronic survey, faculty members: a) rated their preparedness to engage on different HyFlex instruction competencies, b) shared which pedagogical strategies they felt prepared to use in this instructional modality, and c) listed the resources and support that they felt were needed to successfully implement their course. The results indicated that faculty members felt prepared to successfully engage in competencies related to HyFlex instruction that were significantly similar to competencies required for in-person instruction. However, they admitted to feeling less prepared to manage the intricacies that are unique to the HyFlex modality. Also, instructors believe a variety of pedagogical strategies can be integrated into HyFlex instruction; however, for those unfamiliar with this instructional modality, significant support and resources are needed before designing and implementing a course.

Keywords

• Faculty
• Faculty Preparedness
• Online Teaching
• HyFlex Instruction