Blended Learning Hyflex Adoption Factors in Higher Education Institutions for Administrators, Faculty, and Graduate Students: the Need for a Comprehensive Institutional Model

This paper outlines the steps for a dissertation study to explore the efficacy of a pre-existing model, the Comprehensive Institutional Model (CIM), by assessing its impact on Blended Learning (BL) HyFlex adoption challenges identified in a pilot study with higher education institution (HEI) administrators, faculty, and graduate students at one private University. Online learning, a component of BL, has been used by HEIs for over five decades. The COVID-19 pandemic highlighted the necessity of reliable technology infrastructure and the pivotal roles of instructor presence and digital pedagogy in synchronous learning options to comply with social distancing requirements. Our research posits that more studies are needed to gain a deeper understanding of the BL adoption factors for mixed human and technology options, such as HyFlex, in the post-pandemic environment. HyFlex is a learning model that gives students the flexibility to choose how they want to participate in class: in-person, remotely using a videoconferencing platform, or asynchronously using class video recordings and online assignments. The purpose of our paper is to serve as a bridge between a longitudinal pilot study conducted during the pandemic from 2021 to 2023 and a pending dissertation to explore the post-pandemic BL HyFlex adoption barriers and strategies for HEIs. The pending dissertation will focus on an instrumental case study at a private University in South Central Texas that implements HyFlex strategies at the administrative, faculty, and student levels. This paper claims that by juxtaposing the findings of both studies, additional insights will emerge on needed strategies to improve BL adoption within the post-COVID HyFlex educational landscape.