Blended courses are rising in business education, and new modalities have emerged to increase flexibility of students. HyFlex courses combine online asynchronous activities with “flexible-synchronous” activities where students choose to attend online synchronously, face-to-face, or online asynchronously through recordings, bringing them full flexibility of participation. Additionally, the flexible-synchronous activities preserve interaction opportunities between students and the instructor and support student learning. This study reports on the transformation of an operations course into a HyFlex modality to enhance student engagement through regular flexible-synchronous sessions as well as equivalent T&L activities across course sections. The study also brings a new perspective by highlighting effective strategies for engaging students in a HyFlex course. First, exploratory qualitative data suggested that the course organization with weekly flexible-synchronous activities, providing regular interaction opportunities and video-recorded, encouraged student engagement. Engagement strategies were also identified using both quantitative and qualitative data. The main strategies were open and trustful interactions for student behavioral engagement, links with practice and learning support for emotional engagement, and links with practice, learning support and instructor's facilitation role for cognitive engagement. The study suggests that HyFlex is a promising course modality for fostering student engagement at the graduate level, especially in large-group business courses.

混合课程在商务教育中正在兴起，并且出现了新的形式以增加学生的灵活性。HyFlex课程将在线异步活动与“灵活同步”活动结合在一起，学生可以选择通过录音同步，面对面或异步在线参加在线会议，从而充分发挥参与的灵活性。此外，灵活的同步活动保留了学生与教师之间的互动机会，并支持学生学习。这项研究报告了如何将操作课程转换为HyFlex模式，以通过定期的灵活同步会话以及跨课程部分的等效T＆L活动来增强学生的参与度。这项研究还通过强调有效的策略来吸引学生参与HyFlex课程，从而带来了新的视角。首先，探索性的定性数据表明，每周进行灵活同步活动的课程组织提供定期的互动机会和视频记录，可以鼓励学生参与。还使用定量和定性数据来确定参与策略。主要策略是学生行为参与的开放和信任的互动，与实践的联系和对情感参与的学习支持以及与实践，学习的支持和教师对认知参与的促进作用的联系。研究表明，HyFlex是一种有前途的课程模式，可以促进研究生层次上的学生参与度，特别是在大型企业课程中。