Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era.
Saved in:
| Title: | Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era. |
|---|---|
| Authors: | Finkel-Gates, Adam1 Adam.Finkel-Gates@glasgow.ac.uk |
| Source: | Open Scholarship of Teaching & Learning. 2025, Vol. 4 Issue 1, p12-31. 20p. |
| Subject Terms: | *Higher education, *Undergraduates, *Academic achievement, *Distance education, Finance |
| Abstract: | In the wake of the COVID-19 pandemic, higher education has undergone a significant transformation, necessitating a re-evaluation of pedagogical approaches to meet the evolving needs of a diverse student body. This article delves into these changes, with a particular emphasis on the adoption and impact of Hybrid Flexible (HyFlex) delivery models in higher education. Conducted at a Scottish university, this study focuses on a mandatory management accounting course for accounting and finance students, exploring how the HyFlex model aligns with principles of inclusivity and Universal Design for Learning. The research examines student preferences for HyFlex education and its influence on academic performance, paying special attention to how these preferences and outcomes vary among students from different socio-economic backgrounds. The findings indicate that while a majority of students exhibit a preference for a blend of online and oncampus attendance, there is a notable inclination towards online engagement among students from more deprived areas. Factors such as travel challenges, work-life balance, and anxiety are identified as significant determinants in the choice of remote learning. Additionally, the study reveals a moderate correlation between students' socio-economic status and their exam performance, with varying results across different modes of delivery. This suggests that while HyFlex education offers a flexible framework, its effectiveness and accessibility can differ based on individual student circumstances. While further research is required for more definitive conclusions, this study contributes valuable insights into the post-pandemic educational landscape. It underscores the importance of adopting flexible and inclusive educational pathways, such as the HyFlex model, which not only adapt to technological advancements but also uphold principles of equity and student engagement, catering to the diverse needs of contemporary undergraduates. [ABSTRACT FROM AUTHOR] |
| Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 184581397 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Finkel-Gates%2C+Adam%22">Finkel-Gates, Adam</searchLink><relatesTo>1</relatesTo><i> Adam.Finkel-Gates@glasgow.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Open+Scholarship+of+Teaching+%26+Learning%22">Open Scholarship of Teaching & Learning</searchLink>. 2025, Vol. 4 Issue 1, p12-31. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br /><searchLink fieldCode="DE" term="%22Finance%22">Finance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In the wake of the COVID-19 pandemic, higher education has undergone a significant transformation, necessitating a re-evaluation of pedagogical approaches to meet the evolving needs of a diverse student body. This article delves into these changes, with a particular emphasis on the adoption and impact of Hybrid Flexible (HyFlex) delivery models in higher education. Conducted at a Scottish university, this study focuses on a mandatory management accounting course for accounting and finance students, exploring how the HyFlex model aligns with principles of inclusivity and Universal Design for Learning. The research examines student preferences for HyFlex education and its influence on academic performance, paying special attention to how these preferences and outcomes vary among students from different socio-economic backgrounds. The findings indicate that while a majority of students exhibit a preference for a blend of online and oncampus attendance, there is a notable inclination towards online engagement among students from more deprived areas. Factors such as travel challenges, work-life balance, and anxiety are identified as significant determinants in the choice of remote learning. Additionally, the study reveals a moderate correlation between students' socio-economic status and their exam performance, with varying results across different modes of delivery. This suggests that while HyFlex education offers a flexible framework, its effectiveness and accessibility can differ based on individual student circumstances. While further research is required for more definitive conclusions, this study contributes valuable insights into the post-pandemic educational landscape. It underscores the importance of adopting flexible and inclusive educational pathways, such as the HyFlex model, which not only adapt to technological advancements but also uphold principles of equity and student engagement, catering to the diverse needs of contemporary undergraduates. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Open Scholarship of Teaching & Learning is the property of Open Scholarship of Teaching & Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184581397 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.56230/osotl.113 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 12 Subjects: – SubjectFull: Higher education Type: general – SubjectFull: Undergraduates Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Distance education Type: general – SubjectFull: Finance Type: general Titles: – TitleFull: Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the postpandemic era. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Finkel-Gates, Adam IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 27524116 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Open Scholarship of Teaching & Learning Type: main |
| ResultId | 1 |
