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

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

Factors Affecting Student\u27s Performance and Intention to Use Hybrid Mode Learning

The central question in this paper is: How to be more effective and efficient in H-mode Learning. Specifically, this paper proposes that various designs (Student\u27s location, software, and contents at students\u27 screens) in H mode Learning will affect the students\u27 perceived resource availability, interaction and attention, which then impact students\u27 academic performance and their intention to use H-mode. The research is in progress. The Memorial University of Newfoundland has currently adapted the H-mode Learning for the fall semester, September 2021. We intend to collect data from our university and plan to observe and analyze it. Researching on H-mode would give the students and the universities a better alternative to focus on and could help better the course structure and student academic outcomes. The research would pave its way for researchers in MIS to learn and explore more about the evolving method of learning