Effective engagement strategies in HyFlex modality based on intrinsic motivation in students

Abstract

In order to navigate enrollment challenges, universities are scheduling more online and blended courses including HyFlex courses which offer students flexibility in their method of attendance. The goal of this study is to explore student engagement in HyFlex courses. However, there is limited research supporting the effectiveness of HyFlex courses in terms of student engagement. This two-pronged study, conducted at a regional state university in the U.S., utilized quantitative and qualitative data to explore the engagement levels between students attending the three different modalities offered in HyFlex courses. The findings of the quantitative study showed no difference in engagement levels between students attending face-to-face, virtually synchronously on Zoom, or virtually asynchronously. The results from the qualitative study generated five themes: (1) decreased stress; (2) positive learning experience; (3) flexibility to choose based on learning styles; (4) increased control on learning; and (5) increased accountability. These findings are discussed and strategies for effective engagement in HyFlex courses are shared.

Exploring the Relationship between Academic Challenge Stress and Self-Rated Creativity of Graduate Students: Mediating Effects and Heterogeneity Analysis of Academic Self-Efficacy and Resilience

“…Specifically, academic challenge stress produces greater benefits for less creative graduate students. They lack a certain level of academic research autonomy, needing to exert external stress to enhance students' academic efficacy and promote their achievement motivation (Bockorny et al 2023). Similarly, resilience has a greater benefit for graduate students with lower self-rated creativity and does not have a positive effect on those with higher self-rated creativity.…”

Conceptual framework for flexible learning design: The Context of flipped classroom

“…To address this, principles of flexibility should be followed, and flexibility methods should be taught to both teachers and students. Teachers can create spontaneous flexibility to overcome contextual challenges and support students' learning flow (Ismayilova & Bolander Laksov, 2022), while planned flexibility can include syllabus with a flexible weekly schedule that allows students to choose the mode of participation and course delivery in advance (See Bockorny et al, 2023). However, flexibility and self-regulation in distance learning can cause dissatisfaction and disengagement, with a moderate risk of burnout (Brandau, Vogt, & Garey, 2022), likely to lead to low attendance and course completion rates.…”

Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

“…As higher education cautiously enters a post-COVID-19 pandemic era, considerable literature has explored student engagement in various online formats such as Emergency Remote Teaching (Calonge et al, 2022), blended (Lim et al, 2007), and Hybrid Flexible (HyFlex) (Bockorny et al, 2023;Raes et al, 2020). HyFlex courses combine face-to-face (F2F) and online activities and remote participation through video capture technology, allowing social distancing, more equitable access, choice, control, and flexibility.…”