University of Bergen
Bergen, October 2026
I recently had the opportunity to review the current version of the HyFlex Teaching Programme developed as part of the HyComm project. I am a postdoctoral researcher at the Department of Education at the University of Bergen, where I work under the supervision of Professor Kenan Dikilitaş. In this capacity, I reviewed the programme modules as an external expert in technology integration, focusing on the relevance of the content, the learning experience and the integration of digital and AI-supported resources. I worked through some of the modules in detail and reviewed the others from beginning to end. Overall, I found the programme clear, informative and effective in communicating the key ideas and principles of HyFlex teaching.
One of the programme's strengths is the relevance of its content and the way the learning activities are connected to the topics covered. The quizzes and knowledge checks help participants revisit key concepts, while the updated structure, including summary sections and immediate feedback, supports their learning and progression through the materials.
One point that stood out to me was the relationship between knowledge checks and engagement with the learning materials. Quizzes can be effective in helping participants review key concepts, but they should also encourage them to think about the content rather than simply identify the correct answers. Finding this balance is an important consideration when designing online learning experiences that support both accessibility and deeper learning.
I particularly appreciated the attention given to asynchronous learning and the use of discussion forums to encourage participation beyond scheduled sessions. These approaches are increasingly relevant in contemporary education, where learners need opportunities to engage with course content and exchange ideas with others regardless of when or how they participate.
Another aspect I liked was the integration of visual materials, videos and infographics. These elements make the learning experience more engaging and help present information in accessible ways. I also found the guidance and sample prompts for using AI tools in educational practice useful, especially because they offer practical ideas that educators can consider in their own teaching.
I also reflected on how the programme could provide participants with more opportunities to express themselves in different ways. In addition to written reflections, audio or video responses could be offered as alternatives or complementary options. Such flexibility may help participants communicate their experiences more comfortably and give course coordinators a richer understanding of how they engage with the learning materials. For me, this is also consistent with the broader principle of providing learners with meaningful choices in how they participate.
In my review, another point that drew my attention was the importance of making navigation and progression through the programme as intuitive as possible. Although the overall structure is clear, the ease of moving between learning activities and understanding one's progress are important parts of the online learning experience. Consistency across lessons and clear indications of completed activities can help participants focus more on learning and less on navigating the system.
Overall, I found the HyFlex Teaching Programme to be a well-developed and useful learning resource. Its relevant content, practical activities, visual materials and integration of AI-supported resources provide a good foundation for learning about HyFlex teaching. My suggestions are intended to support its continued development and make the experience even more accessible, engaging and effective for participants.
I appreciate seeing how the programme had developed in response to feedback. This reflects the value of an iterative approach to educational design, in which reviewing, reflecting on and responding to feedback are integral to improving learning resources. Rather than treating a programme as a finished product, this approach creates opportunities to identify what works well and where further development may be beneficial.
Reviewing the programme was a valuable experience, and I appreciate the opportunity to contribute to the HyComm project. I look forward to seeing how the programme continues to develop through this collaborative process of review and improvement.