Enhancing Student Success in HyFlex Learning: Examining the Role of Experiential Learning and HyFlex Design Principles
Yuxi Vania Shi （ Sobey School of Business, Saint Mary’s University, Halifax, NS, Canada ）
Sherrie Komiak （ Faculty of Business Administration, Memorial University of Newfoundland, St.John’s NL, Canada ）
Dharini Suresh Kumar （ Faculty of Business Administration, Memorial University of Newfoundland, St.John’s NL, Canada ）
https://doi.org/10.37155/2972-4856-0403-2Abstract
Purpose: This study examines how experiential learning and HyFlex design principles contribute to student success in higher education. Drawing upon Beatty’s HyFlex framework, the study investigates the relationships among experiential learning, learner choice, equivalency, accessibility, reusability, student satisfaction, and academic self-efficacy.
Design/methodology/approach: A quantitative survey-based experimental design was employed. University students were randomly assigned to evaluate either a traditional in-person learning environment or a HyFlex learning environment. Data from 223 valid responses were analyzed using Structural Equation Modeling (SEM) to examine the proposed relationships among the study constructs.
Findings: The results indicate that experiential learning positively influences all four HyFlex design principles. Accessibility and reusability were found to be important predictors of student satisfaction, while accessibility demonstrated a strong positive relationship with academic self-efficacy. Contrary to expectations, learner choice did not significantly influence student satisfaction and exhibited a negative relationship with academic self-efficacy. Students in HyFlex environments reported higher levels of learner choice, accessibility, and reusability than students in traditional in-person learning environments.
Originality/value: This study extends the HyFlex literature by empirically validating Beatty’s design principles within a higher education context and identifying the mechanisms through which experiential learning contributes to student success. The findings highlight the importance of accessibility and reusability in HyFlex course design and suggest that flexibility alone may be insufficient to enhance student outcomes. The study provides practical guidance for educators seeking to develop more effective and engaging HyFlex learning environments.
Keywords
HyFlex learning; experiential learning; student success; academic self-efficacy; student satisfaction; higher education; flexible learningFull Text
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Copyright © 2026 Yuxi Vania Shi, Sherrie Komiak, Dharini Suresh Kumar
Publishing time:2026-07-09
This work is licensed under a Creative Commons Attribution 4.0 International License