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HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Industrial Engineering Division Technical Session 1

Tagged Division

Industrial Engineering

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Paper Authors


Lisa Bosman Purdue University at West Lafayette

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Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.

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Ebisa Wollega Colorado State University - Pueblo

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Ebisa Wollega, Ph.D. is an assistant professor of engineering at Colorado State University-Pueblo. His research interest areas include stochastic programming, large scale optimization, aritificial intelligence, and engineering education. His email is and his web page is

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Usman Naeem

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COVID-19 has required engineering educators to re-think their definition of a classroom and approach to classroom and learning management. Some engineering educators have decided to use the HyFlex and synchronous teaching model. This model, a type of hybrid learning model, gives students the option of attending class in the physical classroom or online in the virtual environment. The model is extremely flexible in that it allows students to change their attendance mode from class to class. Thus, if one day a student wakes up, is feeling health related symptoms, and doesn’t want to risk infecting others, then the student simply shows up online during the posted class session. Then, once the student feels better, then the student simply shows up in person. Because COVID-19 is a recent phenomenon, there is limited literature highlighting best practices in conducting HyFlex and synchronous teaching in the industrial engineering classroom. The purpose of this study is to offer readers a collaborative autoethnographic approach summarizing the researchers’ experience teaching industrial engineering coursework in a HyFlex and synchronous teaching environment. Autoethnography uses self-reflection and writing to understand and explore anecdotal and personal experiences which allows for a deeper connection across individual educator stories as well as contribute to a wider understanding of perspectives. Using a collaborative autoethnographic approach allows educators to discuss their experience, coming together to make sense of their situation, context, and experiences. The study concludes with highlighting best practices for applying the HyFlex and synchronous teaching model. In addition, the conclusions provide compelling justification for using the HyFlex and synchronous teaching model as a good practice (regardless of a pandemic). Examples are provided for these two industrial engineering courses: Leadership Strategies for Quality and Productivity; Project Planning, Scheduling, and Control.

Bosman, L., & Wollega, E., & Naeem, U. (2021, July), HyFlex, Hybrid, and Virtual Synchronous Teaching in the Engineering Classroom: An Autoethnographic Approach Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.

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