Exploring HyFlex learning modality through adaption-innovation theory for student learning equity

Abstract

Equity is an important issue in student learning. HyFlex as a learning modality provides students an equitable opportunity to access learning through several modalities, which correlate with students’ cognitive styles. The study investigates the relationship between student learning and cognitive styles, student-preferred modalities, and their equity in learning. The digital survey was sent to students and 451 students filled out the survey voluntarily. A structural equation model was developed to investigate the relationship between variables. The results indicate that students with innovation styles had a higher impact than students with an adaption style on the choice of three HyFlex learning modalities. The findings also show that student-preferred modalities encourage them to have equity in their learning. The current research provides novel knowledge on fostering learning equity by developing and adjusting students’ cognitive styles to choose HyFlex learning modalities.