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As higher education institutions begin to transition back from remote instruction due to COVID-19, there has been a renewed interest in blended/hybrid learning environments. However, these environments lack definitional clarity and need to be reconceptualized. This study explores the blended learning literature as well as the more recent Hyflex and Blendflex models to help define what this study calls multi-modal instruction and what it means from the pedagogical, implementation, and management perspectives.