Abstract:

The objective of this paper is to evaluate undergraduate students' level of satisfaction with the HyFlex modality and to scrutinize their perceptions concerning its impact on their educational experience. Utilizing a mixed-methods research design, this study engaged 162 undergraduate participants to assess variations in satisfaction and perceived learning between traditional and non-traditional students. A compelling 93% of the students expressed satisfaction with the HyFlex modality, while 83% reported a positive impact on their learning outcomes. Interestingly, non-traditional students demonstrated higher levels of satisfaction and a more favorable perception of the learning impact as compared to their traditional counterparts. Qualitative data elucidated these findings, revealing the underlying themes that contribute to these perceptions. The study concludes that the HyFlex modality effectively meets the contemporary student's demands for flexibility and convenience, while also indicating the need for self-regulated learning, specialized instructor training, and careful course selection for optimal implementation.

Keywords:

flexible attendance policy; HyFlex teaching; nontraditional students; perceived learning; students’ satisfaction.