Abdelmalak, M. M. M., & Parra, J. L. (2016). Expanding learning opportunities for graduate students with HyFlex course design. International Journal of Online Pedagogy and Course Design (IJOPCD), 6(4), 19-37.

American Sociological Association. (2019). Statement on student evaluations of teaching. Available at: (September 9, 2019).

Bagnall, R. (1994). Performance indicators and outcomes as measures of educational quality: A cautionary critique. International Journal of Lifelong Education, 13(1), 19-32.

Banta, T. W., & Palomba, C. A. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. John Wiley & Sons.

Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. John Wiley & Sons.

Beatty, B. J. (2019). Evaluating the impact of hybrid-flexible courses and programs: Highlights from selected studies. In B. J. Beatty, Hybrid-Flexible course design: Implementing student directed hybrid classes. EdTech Books. Retrieved from

Berenson, C., & Jeffs, C. (2021). Making sense of student feedback guide. Calgary, AB: Taylor Institute for Teaching and Learning Guide Series.

Berk, R. A. (2005). Survey of 12 strategies to measure teaching effectiveness. International journal of teaching and learning in higher education, 17(1), 48-62.

Carter, M. (2021). Study of a HyFlex mathematics course at Delaware Technical Community College. (Publication No. 28494877) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses Global.

Canadian Association of University Teachers [CAUT]. (2018). CAUT teaching dossier guide.

Centre for Teaching Support & Innovation. (2017). Peer observation for teaching: Effective practices. Toronto, ON: Centre for Teaching Support & Innovation, University of Toronto.

Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49, 3-6.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.

Dalhousie University Centre for Learning and Teaching (n.d.). Holistic evaluation of teaching. Centre for Learning and Teaching.

Evans, C., Kandiko Howson, C., & Forsythe, A. (2018). Making sense of learning gain in higher education. Higher Education Pedagogies, 3(1), 1-45.

Fink, L. D. (2003a). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.

Fink, L. D. (2003b). What is significant learning? University of Oklahoma Significant Learning Website, Program for Instructional Innovation at the University of Oklahoma.

Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. John Wiley & Sons.

Foust, E. C., & Ruzybayev, I. (2021, July). Investigation on Students’ Educational Experience with HyFlex Instruction Model in Two Engineering Courses. In 2021 ASEE Virtual Annual Conference Content Access.

Fullerton, H. (2003). Observation of teaching. In H. Fry, S. Ketteridge, & S. Marshall (Eds.), A handbook for teaching and learning in higher education (2nd ed., pp. 226-241), Kogan-Page.

Giancola, S. P. (2020). Program evaluation: Embedding evaluation into program design and development. SAGE Publications.

Gosling, D. (2002) Models of peer observation of teaching. In: LTSN Generic Center.

Hoey, J. J., Boutin-Martinez, A., Gonzalez, L. (2021). Evaluation and assessment models in online learning. In K. E. Rudestam, J. Schoenholtz-Read, & M. L. Snowden (Eds.), Handbook of online learning in higher education (pp. 438-468). Fielding University Press.

Hora, M., & Ferrare, J. (2014). The teaching dimensions observation protocol (TDOP) 2.0. Madison, WI: University of Wisconsin-Madison. Wisconsin Center for Education Research.

Kember, D., & Ginns, P. (2012). Evaluating teaching and learning: A practical handbook for colleges, universities and the scholarship of teaching. Routledge.

Kenny, N. (2013, August 31). SOARing through curriculum development processes. Explorations in Higher Education.

Kenny, N. (2015, September). Writing a teaching philosophy. Resource Library – Taylor Institute for Teaching and Learning.

Kenny, N., Berenson, C. Radford, S., Nikolaou, N., Benoit, W., Mueller, R., Paul, R. & Perrault, E. (2018). A Guide to Providing Evidence of Teaching. Calgary, AB: University of Calgary.

Kern, B., Mettetal, G., Dixson, M., & Morgan, R. K. (2015). The role of SoTL in the academy: Upon the 25th anniversary of Boyer’s Scholarship Reconsidered. Journal of the Scholarship of Teaching and Learning, 15(3), 1-14.

Koskinen, M. (2018). Understanding the needs of adult graduate students: An exploratory case study of a HyFlex learning environment (Doctoral dissertation, Northeastern University).

Lemelin, C. (Host). (2019, May). Teaching Philosophies (No. 4) [Audio podcast episode]. In TeachingPlus. University of Alberta – Centre for Teaching and Learning.

Mahdavi, F. (2021). Protocol for Developmental Observation of Online Teaching (DOOT). Retrieved from

Malczyk, B. R. (2019). Introducing social work to HyFlex blended learning: A student-centered approach. Journal of Teaching in Social Work, 39(4-5), 414-428.

McMahon, T., Barrett, T., & O’Neill, G. (2007). Using observation of teaching to improve quality: Finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions. Teaching in Higher Education, 12(4), 499-511.

Mertens, D. M. (2008). Transformative research and evaluation. Guilford Press.

North, J. D. (1999). Administrative courage to evaluate the complexities of teaching. Changing practices in evaluating teaching, 183-189.

Ontario Universities Council on Quality Assurance. (2021). Quality assurance framework. Retrieved from

Parsons, R. D., & Brown, K. S. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning.

Plano Clark, V. L., & Creswell, J. W. (2014). Understanding research: A consumer’s guide. Pearson Higher Ed.

Richmond, A. S., Boysen, G. A., Gurung, R. A., Tazeau, Y. N., Meyers, S. A., & Sciutto, M. J. (2014). Aspirational model teaching criteria for psychology. Teaching of Psychology, 41(4), 281-295.

Rossi, P. H., Lipsey, M. W., & Henry, G. T. (2018). Evaluation: A systematic approach. Sage publications.

Savery, J. R. (2005). BE VOCAL: Characteristics of successful online instructors. Journal of Interactive Online Learning, 4(2), 141-152.

Simonson, S. R., Earl, B., & Frary, M. (2021). Establishing a framework for assessing teaching effectiveness. College Teaching, 1-18.

Smith, M. K., Jones, F. H., Gilbert, S. L., & Wieman, C. E. (2013). The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. CBE—Life Sciences Education, 12(4), 618-627.

Stavros, J., Cooperrider, D., & Kelley, D. L. (2003). Strategic inquiry appreciative intent: Inspiration to SOAR, a new framework for strategic planning. AI Practitioner. November, 10-17.

Stavros, J. M., & Hinrichs, G. (2011). The Thin Book Of SOAR: Building Strengths-Based Strategy. Bend, OR: Thin Book Publishing.

Tam, M. (2014). Outcomes-based approach to quality assessment and curriculum improvement in higher education. Quality Assurance in Education, 22(2), 158–168. 2011-0059

Tobin, T. J., Mandernach, B. J., & Taylor, A. H. (2015). Evaluating online teaching: Implementing best practices. John Wiley & Sons.

White, L. (Guest). (2019, September). Using Student FEedback (No. 9) [Audio podcast episode]. In TeachingPlus. University of Alberta – Centre for Teaching and Learning.

Zehler, A., Cole, B., & Arter, S. (2021). Hyflex simulation: A Case study of a creative approach to unprecedented circumstances. Clinical Simulation in Nursing, 60, 64-68.


Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

HyFlex Course Design and Teaching Strategies Copyright © 2022 by Angela Barclay; Krista Ceccolini; Kathleen Clarke; Nicole Domonchuk; Sidney Shapiro; Jupsimar Singh; Mel Young; Jenni Hayman; Joseph Beer; and Courtney Arseneau is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book