Capturing the Academic Experiences and Achievements of College Students in a Hybrid Flexible (HyFlex Course)

Abstract

With changes in technology and the impact of the global pandemic, universities worldwide are seeking strategies that will positively affect student enrollment and retention. One such strategy is implementing a hybrid flexible, or HyFlex learning model. The HyFlex model was piloted within three undergraduate education courses at a private university in Ohio. Findings showed that students’ willingness to attend in-person classes was a statistically significant predictor of flexibility in attendance, F (1, 63) = 4.25, p = 0.04. Statistical analysis using SPSS also showed that students’ self-reported sense of responsibility was a statistically significant predictor of their preference for flexible attendance (HyFlex Model), F (1, 61) = 5.98, p = .017. When examining student achievement, as measured by course grades, a stepwise regression showed that in-person attendance was a statistically significant predictor of course grades, F (1, 62) = 4.79, p = .032. Finally, prior online experience was a statistically significant predictor of motivation, F (1, 62) = 9.56, p =.003. Recommendations for universities that may choose this model of instruction are provided as well as suggestions for future research in this area.