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IDT G40 Designing for HyFlex Instruction

This course introduces instructors to the principles and practices of HyFlex (Hybrid-Flexible) teaching. It is designed to equip faculty members with the knowledge, skills, and strategies necessary to effectively teach in the HyFlex modality. Participants will explore the values, benefits, and challenges of HyFlex instruction. Through the integration of Universal Design for Learning (UDL), active learning strategies, and appropriate technologies, instructors will create unit plans that foster engagement and meet Regular and Substantive Interaction (RSI) standards. The course also guides participants in using student feedback and performance data to reflect on and continuously improve their HyFlex teaching practices.

Credits

2

Prerequisite

Prerequisite: None

See Course Syllabus

Course Number and Title:

IDT G40 Designing for HyFlex Instruction

Campus Location

  • Dover
  • Georgetown
  • Stanton
  • Wilmington

Effective Date

2026-51

Prerequisites

Prerequisite: None

Course Credits and Hours

2 credit(s)

2 lecture hours/week

0 lab hours/week

Course Description

This course introduces instructors to the principles and practices of HyFlex (Hybrid-Flexible) teaching. It is designed to equip faculty members with the knowledge, skills, and strategies necessary to effectively teach in the HyFlex modality. Participants will explore the values, benefits, and challenges of HyFlex instruction. Through the integration of Universal Design for Learning (UDL), active learning strategies, and appropriate technologies, instructors will create unit plans that foster engagement and meet Regular and Substantive Interaction (RSI) standards. The course also guides participants in using student feedback and performance data to reflect on and continuously improve their HyFlex teaching practices.

Additional Materials

None

Required Text(s)

Obtain current textbook information by viewing the campus bookstore - https://www.dtcc.edu/bookstores online or visit a campus bookstore. Check your course schedule for the course number and section.

Disclaimer

None

Core Course Performance Objectives (CCPOs)

  1. Examine the purpose, values, and benefits of HyFlex instruction. (CCC 1; PGC 1)

  2. Design a HyFlex unit that aligns with learning outcomes, provides flexible participation options, and integrates inclusive teaching strategies. (CCC 1, 2, 3, 4; PGC 1, 2, 3, 4, 5)

  3. Develop a plan to evaluate the effectiveness of HyFlex instruction and identify strategies for continuous improvement. (CCC 1, 2, 3; PGC 1, 6)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs)

Upon completion of this course, the student will:

  1. Examine the purpose, values, and benefits of HyFlex instruction.

    1. Define the HyFlex model.

    2. Explain the core principles, benefits, and challenges of the HyFlex modality in the context of community college education.

  2. Design a HyFlex unit that aligns with learning outcomes, provides flexible participation options, and integrates inclusive teaching strategies.

    1. Discuss the purpose and components of a lesson plan, including how it guides instruction, aligns with learning outcomes, and supports student engagement.

    2. Integrate Universal Design for Learning (UDL) into lesson plans.

    3. Develop active learning strategies to engage learners in the HyFlex modality.

    4. Integrate appropriate technology to enhance the learning experience.

    5. Create a unit plan that incorporates Regular and Substantive Interaction (RSI), integrates active learning strategies, and supports diverse learners.

  3. Develop a plan to evaluate the effectiveness of HyFlex instruction.

    1. Identify strategies for continuous improvement.

    2. Identify key sources of student feedback and performance data, including grades, evaluations, and course engagement to evaluate the effectiveness of HyFlex instruction.

    3. Reflect on unit plan based on student feedback and performance data.

Evaluation Criteria/Policies

The grade will be determined using the Delaware Tech grading system:

90-100 = A
80-89 = B
70-79 = C
0-69 = F
Students should refer to the Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

Final Course Grade

Calculated using the following weighted average

Evaluation Measure

Percentage of Final Grade

Summative Assessments


HyFlex Application & Reflection

15%

Final HyFlex Unit Plan

30%

Evaluation & Improvement Plan

15%

Formative Assessments


The course will contain various formative assessments including but not limited to:

  • Discussions
  • Assignments

40%

TOTAL

100%

Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)

  1. Develop and apply a dynamic approach to teaching that is grounded in pedagogical principles and an appreciation for the needs of diverse learners.
  2. Design and develop learner-centered courses based on sound instructional design principles.
  3. Apply learner-centered instructional strategies to enhance student engagement, learning, and success.
  4. Design and implement a variety of formative and summative assessments to evaluate learning, communicate feedback, and guide instruction.
  5. Leverage appropriate technologies to advance teaching and learning.
  6. Engage in continuous development to maximize instructional effectiveness.

Core Curriculum Competencies (CCCs are the competencies every graduate will develop)

  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.

Students in Need of Accommodations Due to a Disability

We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.

Minimum Technology Requirements

Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.

Academic Integrity

https://dtcc.smartcatalogiq.com/Current/Catalog/Academics/Academic-Integrity

Attendance

https://dtcc.smartcatalogiq.com/current/catalog/academics/attendance

Cell phone/Electronic Device

https://dtcc.smartcatalogiq.com/Current/Catalog/Student-Policy/Cell-Phone-and-Electronic-Device-Policy

Tuition Adjustment Policy

https://dtcc.smartcatalogiq.com/Current/Catalog/Financial/Tuition-Fee-Adjustment-Policy-Course-or-Semester-Withdrawal