How to be successful in hyflex learning - student and teacher’s perspectives

Abstract

The hyflex learning mode has benefitted the learning and teaching community by providing a flexible learning environment amidst the pandemic challenges. In this thesis, I build on literature about student satisfaction and academic self-efficacy (ASE) in hyflex learning compared to different learning modes (distance vs. hyflex vs. traditional in-person) following the Hyflex core principles as a foundation, as hyflex mode provides an excellent alternative for the teaching and learning community even after the pandemic. I explore how experiential learning and the learning modes impact students’ satisfaction and self-efficacy mediated by the four core principles. This thesis addresses the literature gap by examining if and how students perceive equal learning opportunities and experiences. Two studies were conducted to understand student and teacher perspectives of hyflex classes. Study 1 focused on unveiling the challenges of implementing a successful hyflex course from a teacher’s perspective. Study 2 compared student satisfaction and academic self-efficacy in the different learning modes (distance vs. hyflex and traditional in-person vs. hyflex). The thesis contributes by revealing the definition of hyflex classes, addressing the challenges faced by both the teaching and learning communities, reviewing their recommendations, and examining the pros and cons of hyflex learning. The study also talks about the challenges faced by the teaching community in implementing a hyflex course and discusses ways to better learning. Theoretical contributions, practical implications, and an agenda for future research are discussed.