Examining students’ perceptions of online and HyFlex teaching modalities and their influence on learning engagement at University X

Abstract

The COVID-19 pandemic drastically changed Higher Education, and universities around the world had to implement online teaching and HyFlex teaching methods urgently. The study considers students' perception of these modalities and how they affect their engagement in learning at University X, which is a major public institution in Kenya. This study examines the online and HyFlex teaching modes on students' behavioral, emotional, cognitive, and social engagement based on the Technology Acceptance Model (TAM), which suggests that perceived ease of use and perceived usefulness drive technology adoption. Both qualitative and quantitative data collection methods were used: structured surveys, semi-structured interviews, and focus group discussions. The study focused on 312 undergraduate students, 31 lecturers, and 10 academic administrators. Participants were selected using purposive sampling for those who had direct experience with online and HyFlex courses, and Slovin's formula was used to calculate the sample size for the students. Descriptive statistics were used to analyze survey responses, and thematic analysis was used to analyze qualitative data. The findings show that both online and HyFlex are seen as valued for their flexibility, but that HyFlex teaching (which combines in-person and online learning) leads to greater engagement than online-only teaching in all three areas. Technology infrastructure, internet connection, and lecturer preparation were determined to have a significant impact on the students' engagement. The study shows that HyFlex teaching is more effective in engaging students than only online teaching and concludes that University X should invest in digital infrastructure, offer more training for lecturers, and increase the usage of HyFlex teaching in other Faculties to cater to diverse student learning needs.