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vice versa. All stated in various forms that because of its flexible nature, HyFlex did allow them
attend cultural events indirectly if they chose to do so but acknowledged they could also use that
time to do anything else they chose to do. Lyle did not consider HyFlex to have any bearing on
his experience as a Navajo student. Both Lyle and Josephine explained the asynchronous
elements in his HyFlex courses afforded them discretionary time they could use to attend cultural
activities if they chose to. Winona had a similar response:
I wouldn’t say like it has a huge effect on in general sense. You know? I could go online
and just attend a class from zoom, I’m able to probably go home and do what I need to
do. But I know, I’ll be able to communicate with instructor like to not be in class at all,
for cultural reasons, or stuff like that.
Although these participants did not consider their ethnocultural identity to have a direct effect on
how they experienced HyFlex learning or vice versa, they did consider HyFlex to be a positive
aspect of their educational experience. Participants identified diversity, self-pacing, and
flexibility as the best features of their HyFlex experience. These three participants attended the
same college and discussed they initially did not know what HyFlex was, and although they
preferred to attend class in person, they all had frequently attended or participated in class online
both synchronously and asynchronously as their work schedules and personal lives demanded.
