An Action Research Approach to Addressing the Online Teaching Gap: HyFlex Principles as a Framework for Teacher Education Reform

The COVID-19 pandemic exposed significant gaps in teacher preparation for online instruction, highlighting the persistent disconnect between the growth of K-12 digital learning and inadequate teacher education programs. Despite over fifteen years of research indicating this deficiency, few teacher preparation programs offer coursework or field experiences in online teaching. This study presents findings from the seventh cycle of an ongoing action research project examining a graduate instructional technology course to improve the preparation of teachers to teach online. Using constant comparative analysis, researchers analyzed blog posts, discussions, and assignments to explore how in-service teachers view K-12 online education and how these perspectives influence curriculum development. The study examines these findings through the lens of Hybrid-Flexible (HyFlex) instructional design, which allows students to choose their participation mode while maintaining equivalent learning opportunities. While HyFlex may not be directly applicable to K-12 settings due to logistical constraints, its principles of mode neutrality could address time constraints in teacher preparation programs.The research suggests incorporating HyFlex concepts into teacher education through comparative lesson development across multiple modalities, micro field experiences in virtual schools, and preparing educators for emergency remote teaching situations rather than creating separate online-specific coursework.