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Article 12 |\n| --- | --- |\n| Fall 10-15-2023\u003Cbr>Student Engagement Tracks with Success InPerson and Online in a Hybrid-Flexible Course\u003Cbr>Zoya Adeel*\u003Cbr>McMaster University, [adeelz2@mcmaster.ca](adeelz2@mcmaster.ca)[ ](adeelz2@mcmaster.ca)Stefan M. Mladjenovic*\u003Cbr>University of Toronto, [stefan.mladjenovic@mail.utoronto.ca](stefan.mladjenovic@mail.utoronto.ca)[ ](stefan.mladjenovic@mail.utoronto.ca)Sara J. Smith\u003Cbr>Mount Royal University, [ssmith6@mtroyal.ca](ssmith6@mtroyal.ca)[ ](ssmith6@mtroyal.ca)Pulkit Sahi\u003Cbr>McMaster University, [pulkit.sahi5@gmail.com](pulkit.sahi5@gmail.com)[ ](pulkit.sahi5@gmail.com)Abhay Dhand\u003Cbr>University of Toronto, [abhay.dhand@mail.utoronto.ca](abhay.dhand@mail.utoronto.ca)[ ](abhay.dhand@mail.utoronto.ca)[Sarah Williams-Habibi](Sarah Williams-Habibi)\u003Cbr>Trent University, [sarahwilliamshabibi@trentu.ca](sarahwilliamshabibi@trentu.ca)[ ](sarahwilliamshabibi@trentu.ca)Kate Brown\u003Cbr>McMaster University, [brownk33@mcmaster.ca](brownk33@mcmaster.ca)[ ](brownk33@mcmaster.ca)Katie Moisse\u003Cbr>McMaster University, [moissek@mcmaster.ca](moissek@mcmaster.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.2.14482](https://doi.org/10.5206/cjsotlrcacea.2023.2.14482) |  |\n\nRecommended Citation  \nAdeel, Z., Mladjenovic, S. M., Smith, S. J., Sahi, P., Dhand, A., Williams-Habibi, S., Brown, K., & Moisse, K. (2023) . Student engagement tracks with success in-person and online in hybrid-flexible course. The Canadian Journal for the Scholarship of Teaching and Learning, 14(2). [https://doi.org/10.5206/cjsotlrcacea.2023.2.14482](https://doi.org/10.5206/cjsotlrcacea.2023.2.14482)  \nStudent Engagement Tracks with Success In-Person and Online in a Hybrid-Flexible Course  \nAbstract  \nSome university students face barriers to learning in physical classrooms, while others are reluctant to return to in-person learning environments because of COVID-19. Hybrid-flexible (HyFlex) learning environments give students the option to participate in-person or virtually, but there are concerns about student engagement and success. In this pre-pandemic study, we conducted a program-wide survey to explore student perceptions of and experiences with a HyFlex teaching and learning platform (n=238). Our survey data revealed that 86.17% of students find features of this platform helpful when accessing, engaging with, and learning course content. This was particularly true among students who reported having a flexible learning need. We also compared engagement with the HyFlex teaching and learning platform (calculated as a score out of 100 based on attendance and participation in interactive slides) and final grades between students who chose to participate predominantly in-person or online in two HyFlex offerings during the 2019/20 academic year. We found no significant difference in engagement or final grade between in-person dominant and online dominant learners in either course. We found a moderate correlation between engagement and final grade in both courses, such that highly engaged students achieved high grades regardless of their preferred mode of attendance. Our findings suggest that giving students the option to learn in-person or virtually from class to class does not negatively affect engagement or success and may in fact support success among students with flexible learning needs. As Canadian universities emerge from the pandemic, our findings remind us to retain the flexibility that virtual teaching and learning affords to support our diverse student bodies.  \nCertains étudiants et certaines étudiantes universitaires se heurtent à des obstacles à l’apprentissagedans les salles de classe physiques alors que d’autres hésitent à revenir à un environnementd’apprentissage en personne à cause de la COVID-19. Les environnements hybrides-flexib","cbCaii8M5LxN3sYd","https://ap.wps.com/l/cbCaii8M5LxN3sYd","pdf",526313,29,"English","# Abstract\n## Study design and participants\n## Engagement and success outcomes\n## Findings and implications","[{\"question\":\"What learning model does the study focus on?\",\"answer\":\"The study examines hybrid-flexible (HyFlex) learning, where students can participate either in person or virtually.\"},{\"question\":\"What does the survey reveal about the teaching and learning platform?\",\"answer\":\"Survey data show 86.17% of students found features of the HyFlex platform helpful for accessing, engaging with, and learning course content, especially students with flexible learning needs.\"},{\"question\":\"Do engagement and final grades differ between predominantly in-person and online learners?\",\"answer\":\"No significant differences were found in engagement or final grade between in-person dominant and online dominant learners in either of the two HyFlex offerings.\"}]","Student Engagement Tracks with Success In-Person and Online in a Hybrid-Flexible Course | PDF",1792082911,73]