<p> Universities have increased the number of fully or partially online courses they offer to meet students' family, work-life, and academic needs. As a result of this shift, the HyFlex learning paradigm, which provides hybrid and flexible learning options, has gained traction in academia in recent years. The COVID-19 pandemic has altered the standards for academic levels of success in higher education for the foreseeable future. In order to offer a sense of belonging and sustain an equal or greater degree of engagement, instructors have been compelled to try and replicate the rich interaction of face-to-face situations in a virtual context. During the pandemic, the results of studies and surveys revealed a story of student dissatisfaction due to a lack of involvement, participation, sense of community, lack of faculty readiness, and technology concerns. Evidence from the past has supported the fact that synchronous online modality not only facilitates the tasks of a traditional face-to-face learning environment, but also has some distinct advantages over conventional approaches. Students' commitment to stay connected in the learning experience is linked to their sense of belonging to a learning cohort. It is vital to create a learning environment in which students feel a part of a learning community and actively participate in the learning process in order to foster knowledge generation. An Interactive Synchronous HyFlex model, intended to help students feel committed and engaged in their learning community through these uncertain times and beyond, is being explored as part of this research. The approach is studied using a Community of Inquiry (CoI) framework, as communities are a crucial part of effective student-centered learning settings. A convergent parallel mixed methods case study design was used to gain a deeper knowledge of the usefulness of the new HyFlex model under study. Students enrolled in the Interactive Synchronous HyFlex design thinking course during the Fall 2020 semester were the study's participants. The quantitative phase of the study looked into a) the students’ perception of overall teaching, social and cognitive presences in the HyFlex design thinking classroom; and b) if there was any change in students’ perception of community of inquiry based on their mode of participation (face-to-face/remote). The qualitative part of the study looked in-depth at the lived experiences of students in the HyFlex design thinking classrooms throughout the semester. The integration and interpretation of the two phases provides a positive student perspective of the Interactive Synchronous HyFlex model, and it helps to observe how the community of inquiry has played out in HyFlex design thinking classrooms. </p>