HyFlex Learning in the Philippines: A Review of Educational Contexts and Beatty’s Design Principles
Keywords:
Beatty’s principles, HyFlex learning, Philippine education, PRISMA-ScR, Scoping reviewAbstract
HyFlex (hybrid-flexible) learning allows students to participate in the same course through multiple modes, typically face-to-face, synchronous online, or asynchronous participation. Beatty proposed four design principles that guide HyFlex implementation: learner choice, equivalency, reusability, and accessibility. In the Philippines, HyFlex emerged within flexible learning policies introduced during the COVID-19 period. Although studies on HyFlex have increased, there is still no consolidated account of how it has been studied across Philippine educational contexts. This study conducted a scoping review to map HyFlex research in the Philippines and examine how Beatty’s design principles are reflected in existing studies. The review followed the Joanna Briggs Institute and PRISMA extensions for scoping reviews. Searches were conducted in Scopus, ERIC, EBSCO Education Source, and Google Scholar, supplemented by manual searches in institutional repositories. Twenty-five empirical studies published between 2022 and 2026 met the inclusion criteria. Results show that HyFlex research in the Philippines is concentrated in higher education and spans several disciplines, with quantitative and mixed-methods designs most often used. Across studies, learner choice and accessibility were reported more frequently than equivalency and reusability. Reported outcomes included engagement, satisfaction, and learning performance, while implementation issues included connectivity, classroom orchestration, and workload demands. Overall, the review shows that HyFlex research in the Philippines remains largely descriptive and points to the need for more design-oriented studies, broader educational coverage, and closer attention to Beatty’s principles in practice.
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