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HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.

This study aims to investigate consumer perceptions of inauthenticity due to adulteration of a narrative brand ending by using the research context of the final season and ending of the television series, Game of Thrones.

Two data sets totalling 2,032 online comments detailing consumer reactions to the final season of Game of Thrones were analysed using thematic analysis and human interpretive analysis. The coding was an iterative and continuous process, and posts were returned to and re-examined to refine codes and groupings as the analysis progressed.

The results indicate consumers perceived the ending of the eighth and final season of the television series, Game of Thrones, did not meet their expectations and was not authentic due to rushed writing and illogical character and plot developments. Consumers judged this adulteration was so great that it was a moral violation and transgression. Consumers also sought to assign blame for the inauthenticity, which they attributed to the writers and showrunners, who became the subject of revenge behaviours.

This study indicates consumers of narrative brands, due to their strong emotional attachments to their characters and storyworlds, may perceive unexpected and extensive changes to them as moral violations and transgressions and thus inauthentic. Consumers establish the authenticity of a narrative brand by regularly scrutinising narrative and character development against their expectations as shaped by prior narrative content. Due to their emotional attachment, consumers may attempt to attribute blame for the inauthenticity. The findings have not been established in prior research, and inauthenticity in a narrative brand context is also explored for the first time.