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.
Meadows et al. (Sat,) studied this question.