Evaluating the Effectiveness of the HyFlex Learning Model in Improving Students’ Self-Regulated Learning in Higher Education

Abstrak

HyFlex Learning has emerged as a flexible instructional model that integrates face-to-face, synchronous online, and asynchronous learning pathways. This study investigates the effectiveness of the HyFlex model in enhancing university students’ self-regulated learning (SRL), a critical competence for independent study in higher education. Employing a quasi-experimental design with a pretest–posttest control group, the research involved 120 undergraduate students enrolled in an educational technology course. Students in the experimental group learned through HyFlex modalities, while those in the control group followed traditional blended learning. Data were collected through the Online Self-Regulated Learning Questionnaire (OSLQ), classroom observations, and LMS learning analytics. The findings indicate a significant improvement in SRL components—goal setting, time management, environment structuring, task strategies, and self-evaluation—in the HyFlex group compared to the control group (p < 0.05). The HyFlex model was particularly effective in fostering autonomy, flexibility, and metacognitive control over learning tasks. The study concludes that HyFlex Learning is a promising approach for supporting independent learning in higher education, especially in contexts requiring personalized learning pathways.