Students’ Perceptions of and Preferences for Equity in Hybrid Flexible Learning Modalities

https://doi.org/10.9743/JEO.2023.20.4.15

Abstract

This study investigated student perceptions and preferences of Hybrid Flexible learning and equity. This research was conducted at fourteen universities with a research sample of 863 students. The cross-sectional survey design used online questionnaires and structured interviews for data collection. The collected data were then analyzed using the Jamovi program. The study examined students’ positive perceptions of HyFlex learning modalities and equity. Students’ positive perception of the face-to-face mode was the highest, followed by online asynchronous and synchronous modes. There was no gender relationship between face-to-face and equity modes, but there was a relationship between online synchronous and asynchronous modes. This study also found a positive perception of students toward equity, which explains the tendency of students to choose face-to-face and hybrid/blended modalities in the issue of equity or equity in HyFlex learning. This study also found that students’ preferences for HyFlex learning modalities were mostly face-to-face and hybrid, followed by online synchronous and online asynchronous. This study also describes the qualitative reasons of students for choosing the HyFlex learning modality/mode.

Keywords: Student perception, preference, HyFlex learning, Hybrid Flexible, equity