This article investigates how hyflex pedagogy can enhance the learning experiences of undergraduate creative writing students by supporting real-time idea generation and sustained creative development regardless of attendance mode. A complex skill requiring consistent educator support, creative writing is commonly taught in a workshop-style setting, yet hybrid and asynchronous learning formats often limit opportunities for dynamic peer interaction and feedback. To address this, three hyflex activities were integrated into Reading and Writing Genre Texts, a semester-long undergraduate subject, that explores genre through critical and creative lenses. Hyflex, defined as a hybrid-flexible participation model, offers students choices in how they engage with learning, aiming to foster inclusivity and sustained engagement. Supported by an Adobe Innovation Grant, the activities were designed to promote collaboration and independent work through the Canvas Learning Management System (LMS). This study evaluates the effectiveness of these activities using participation metrics, clickstream data, and student feedback surveys. Findings reveal how students engaged with the activities and whether they perceived them as beneficial to the development of their creative craft. The article concludes with recommendations for designing and evaluating hyflex activities in creative writing education, contributing to broader discussions on technology-enhanced learning in higher education.
Pechenkina et al. (Wed,) studied this question.