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Enhancing Team Performance in Hybrid-Flexible Courses: The Role of Team Communication and Atmosphere.

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Title: Enhancing Team Performance in Hybrid-Flexible Courses: The Role of Team Communication and Atmosphere.
Authors: Miaohui Wang1, Wei Zhan1, Yan Li2, Wu Song2
Source: International Review of Research in Open & Distributed Learning. Nov2025, Vol. 26 Issue 4, p61-81. 21p.
Subject Terms: *Curriculum, *COVID-19 pandemic, *Online education, *Student-centered learning, *Communication in education
Abstract: Hybrid-flexible (hyflex) courses have become a prominent open and distributed learning (ODL) approach post-COVID-19, offering students the flexibility to attend classes online, in-person, or both. While this model promotes instructional continuity and student-centered learning, it presents unique ODL challenges in managing effective team collaboration. This quantitative study investigated the underexplored relationships among effective communication, team atmosphere, and team performance in hyflex learning environments; the study sought to provide novel insights into optimizing team dynamics and enhancing learning outcomes in ODL-integrated educational settings. The study comprised data from 310 college students enrolled in the authors' hyflex course offered on China's Super Star learning platform at an ODL institution with over 700 million registered users. An online survey was conducted using validated scales; confirmatory factor analysis (CFA) and multiple linear regression analyses were used to test the hypotheses. The study found effective communication significantly enhanced team performance (ß = 0.389, p < .001). Team atmosphere moderated this relationship (ß = -0.118, p < .05); while a positive atmosphere generally supported performance, an overly positive one may have reduced the critical engagement necessary for optimal outcomes. The study concluded that both effective communication and a balanced team atmosphere were critical for maximizing team performance in hyflex courses. We suggest ODL educators foster communication strategies that encourage open dialogue and critical thinking while maintaining a supportive team environment. Overemphasis on maintaining positivity may hinder constructive critique and diminish performance in distance and hybrid settings. [ABSTRACT FROM AUTHOR]
Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University 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
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  Data: Hybrid-flexible (hyflex) courses have become a prominent open and distributed learning (ODL) approach post-COVID-19, offering students the flexibility to attend classes online, in-person, or both. While this model promotes instructional continuity and student-centered learning, it presents unique ODL challenges in managing effective team collaboration. This quantitative study investigated the underexplored relationships among effective communication, team atmosphere, and team performance in hyflex learning environments; the study sought to provide novel insights into optimizing team dynamics and enhancing learning outcomes in ODL-integrated educational settings. The study comprised data from 310 college students enrolled in the authors&#39; hyflex course offered on China&#39;s Super Star learning platform at an ODL institution with over 700 million registered users. An online survey was conducted using validated scales; confirmatory factor analysis (CFA) and multiple linear regression analyses were used to test the hypotheses. The study found effective communication significantly enhanced team performance (&#223; = 0.389, p &lt; .001). Team atmosphere moderated this relationship (&#223; = -0.118, p &lt; .05); while a positive atmosphere generally supported performance, an overly positive one may have reduced the critical engagement necessary for optimal outcomes. The study concluded that both effective communication and a balanced team atmosphere were critical for maximizing team performance in hyflex courses. We suggest ODL educators foster communication strategies that encourage open dialogue and critical thinking while maintaining a supportive team environment. Overemphasis on maintaining positivity may hinder constructive critique and diminish performance in distance and hybrid settings. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of International Review of Research in Open &amp; Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.19173/irrodl.v26i4.8407
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        Text: English
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      Pagination:
        PageCount: 21
        StartPage: 61
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Student-centered learning
        Type: general
      – SubjectFull: Communication in education
        Type: general
    Titles:
      – TitleFull: Enhancing Team Performance in Hybrid-Flexible Courses: The Role of Team Communication and Atmosphere.
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            NameFull: Miaohui Wang
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            NameFull: Wei Zhan
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            NameFull: Yan Li
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            – D: 01
              M: 11
              Text: Nov2025
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              Y: 2025
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            – TitleFull: International Review of Research in Open & Distributed Learning
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