Investigating Students' Satisfaction in HyFlex French Language Classes in Iran

Authors
1 University of Tehran,Faculty of Foreign Languages and Literatures,Department of French Language and Literature
2 International University of Imam Reza (AS),Faculty of HumanitiesDepartment of English Language
Abstract
With the expansion of various electronic learning methods in educational systems, students' inclination toward technology-based learning has increased. As such, Hybrid Flexible (HyFlex) learning has emerged as an innovative learning model that allows students to choose their preferred mode of class attendance (in-person, online, or offline) based on their individual circumstances. This study aims to assess the satisfaction level of Iranian French language students with HyFlex learning, and identify its advantages and challenges within the Iranian higher education system. Forty-three undergraduate French Language students at Imam Reza International University participated in the study. The research methodology was mixed, with data collected through questionnaires and semi-structured interviews with students after two semesters of HyFlex courses. Findings indicate that all four principles of HyFlex Learning (Learner’s choice, Equivalency, Accessibility, and Reusability) contributed to increased student satisfaction; In particular, learner’s choice of class attendance mode, opportunities for personalized learning, and continuous access to resources, coursework and class activities played a significant role in enhancing students’ learning experience. However, challenges such as reduced interaction between in-person and online students, as well as certain technical problems were also identified, which influenced learners’ experience with HyFlex learning. Research findings highlight the importance of providing the necessary technological infrastructure, and implementing appropriate teaching strategies for enhancing interaction between online and in-person students to improve learners’ satisfaction and engagement in HyFlex courses.

Keywords

Subjects


پیریان شریفی، الف. (1402). سنجش هایلفکس. ماهنامه رشد: فناوری آموزشی (315)
شیرجنگ، ج.، رستم زاده، ف.، غیبی، م.ن.، و اسدی، ص. (1402). سنجش در کلاس‌های ترکیبی سازگارشونده. فصلنامه تحقیقات راهبردی در تعلیم و آموزش و پرورش 1(2).
Ali, A., Pathan, H., & Khoso, A. R. (2023). Challenges and opportunities for teachers in online ESL teaching. Journal of History and Social Sciences, *14*(1), 202–211.
Amiruddin, A., Sunardi, S., & Setialaksana, W. (2024). Students’ technological skills and attitudes toward HyFlex learning: The mediating role of online self-regulated learning, blended learning perception, and preferred learning modes. Frontiers in Education, *8*, 1258298. https://doi.org/ 10.3389/feduc.2023.1258298
Athens, W. (2023). Self-regulation, motivation, and outcomes in HyFlex classrooms. Educational Technology Research and Development, *71*(4), 1765–1783. https://doi.org/10.1007/s11423-023-10254-9
Baker, D. M. A., Unni, R., Kerr-Sims, S., & Marquis, G. (2020). Understanding factors that influence attitude and preference for hybrid course formats. E-Journal of Business Education & Scholarship of Teaching, *14*(1), 174–188.
Battestilli, L., Bohórquez, E. B., Khan, S., & Meral, C. (2023). Exploring students' perceptions and engagement in hybrid flexible courses. In Proceedings of the Tenth ACM Conference on Learning@ Scale (pp. 110–119). Association for Computing Machinery. https://doi.org/10.1145 /3573051.3596194
Beatty, B. (2007). Transitioning to an online world: Using HyFlex courses to bridge the gap. In Proceedings of EdMedia+ Innovate Learning (pp. 2701–2706). Association for the Advancement of Computing in Education.
Beatty, B. J. (2019). Hybrid-flexible course design: Implementing student-directed hybrid classes (1st ed.). Open Scholars Press. https://openscholarspress.org/hyflex
Binnewies, S., & Wang, Z. (2019). Challenges of student equity and engagement in a HyFlex course. In C. Allan, C. Campbell, & J. Crough (Eds.), Blended learning designs in STEM higher education (pp. 199–216). Springer. https://doi.org/10.1007/978-981-13-6982-7_12
Chen, G., & Lai, N. (2024). Enhancing interdisciplinary English learning: A systematic review of the HyFlex model's strategies, challenges, and implications. Asian Journal of Education and Social Studies, *50*(6), 1–10. https://doi.org/10.9734/ajess/2024/v50i61327
Choi, S., Li, Z., Boonme, K., & Ren, H. (2024). Face-to-face, online or HyFlex instruction? The effects of self-directed learning on stress reduction and student satisfaction among emerging adults. Journal of International Education in Business. Advance online publication. https://doi.org/10.1108/JIEB-08-2023-0049
De Souza e Silva, A. (2006). From cyber to hybrid: Mobile technologies as interfaces of hybrid spaces. Space and Culture, *9*(3), 261–278. https://doi.org/10.1177/1206331206289022
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Dziuban, C., Moskal, P., Thompson, J., Kramer, L., DeCantis, G., & Hermsdorfer, A. (2015). Student satisfaction with online learning: Is it a psychological contract? Online Learning, *19*(2), 1–15. https://doi.org/10.24059/olj.v19i2.496
Eyal, L., & Gil, E. (2022). Hybrid learning spaces—A three-fold evolving perspective. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid learning spaces (pp. 11–24). Springer. https://doi.org/10.1007/978-3-030-88520-5_2
Hodges, B., Hu, L., & Siefker, D. (2022). Benefits and challenges of a hybrid flexible EAP program. TESL Ontario: Contact Magazine, *48*, 15–26.
Howell, E. (2022). HyFlex model of higher education: Understanding the promise of flexibility. On the Horizon, *30*(4), 173–181. https://doi.org/10.1108/OTH-04-2022-0019
Intasena, A., & Worapun, W. (2024). Exploring the efficacy of HyFlex learning for enhancing reading comprehension skills of secondary school students: A research and development study. International Journal of Learning, Teaching and Educational Research, *23*(1), 24–38. https://doi.org/10.26803/ijlter.23.1.2
Irvine, V. (2020). The landscape of merging modalities. EDUCAUSE Review, *55*(4), 42–58. https://er.educause.edu/articles/2020/10/the-landscape-of-merging-modalities
Kebritchi, M., Rominger, R., & McCaslin, M. (2023). Contributing factors for success of nontraditional students at online doctoral programs. Journal of College Student Retention: Research, Theory & Practice. Advance online publication. https://doi.org/10.1177/15210251231155488
Kohnke, L. (2022). Using HyFlex to teach English for academic purposes: The instructor’s perspective. In The use of technology in English medium education (pp. 53–64). Springer. https://doi.org/10.1007/978-3-030-99622-2_5
Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: Students’ perspectives. Open Learning: The Journal of Open, Distance and e-Learning, *36*(3), 231–244. https://doi.org/10.1080/02680513.2021.1906641
La Greca, J., & Hanham, J. (2023). Accessibility and inclusion in the Hyflex classroom: Tools, techniques, and learnings. In INTED2023 Proceedings (pp. 1818–1824). IATED.
Liu, C.-Y. A., & Rodriguez, R. C. (2019). Evaluation of the impact of the Hyflex learning model. International Journal of Innovation and Learning, *25*(4), 393–411. https://doi.org/10.1504/IJIL.2019.10021225
Lockman, A. S., & Schirmer, B. R. (2020). Online instruction in higher education: Promising, research-based, and evidence-based practices. Journal of Education and e-Learning Research, *7*(2), 130–152. https://doi.org/10.20448/journal.509.2020.72.130.152
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, *31*(3), 293–311. https://doi.org/10.1017/S0958344019000065
Lyons, E. (2024). Teaching and social presence in HyFlex classrooms: Setting the climate for effective group cohesion [Master's thesis, University of Windsor].
Mahande, R. D., Abdal, N. M., & Nasir, N. (2024). Investigating the effect of learning styles on HyFlex learning towards equity of learning in higher education. Interactive Technology and Smart Education. Advance online publication. https://doi.org/10.1108/ITSE-12-2023-0250
Marinoni, G., Van’t Land, H., & Jensen, T. (2020). *The impact of COVID-19 on higher education around the world*. International Association of Universities. https://doi.org/10.36197/IHE.2020.102.03
Mentzer, N. J., Isabell, T. M., & Mohandas, L. (2023). The impact of interactive synchronous HyFlex model on student academic performance in a large active learning introductory college design course. Journal of Computing in Higher Education. Advance online publication. https://doi.org/10.1007/s12528-023-09369-y
Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: Instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, *70*(2), 202–204. https://doi.org/10.1080/03634523.2020.1917475
Morento, I. P., Sayson, A., Ursal, G., & Caingcoy, M. (2024). Level of stress, coping strategies and academic achievement of college students during HyFlex learning. Diversitas Journal, *9*(1), 1–15. https://doi.org/10.48017/dj.v9i1.2999
Moroz, O., & Sarraf, K. S. (2024). Hybrid contract grading in online and HyFlex first-year composition courses during the COVID-19 pandemic. Composition Forum, *53*. https://compositionforum. com/issue/53/hybrid-contract.php
Morrison, L., Kay, R., Atkinson, H., Mann, A., & Tepylo, D. (2025). Exploring the emerging landscape of HyFlex teaching and learning in higher education: A scoping review. In INTED2025 Proceedings (pp. 1330–1338). IATED.
Othman, S. (2021). Explorer les formations comodales en langues. ALSIC: Apprentissage des Langues et Systèmes d’Information et de Communication, *24*(2). https://doi.org/10.4000/alsic.5611
Öz, G. (2024). Hybrid flexible (HyFlex) teaching in foreign language education: Enhancing equity, inclusion, and accessibility through an innovative digital pedagogy. In Fostering foreign language teaching and learning environments with contemporary technologies (pp. 235–259). IGI Global. https://doi.org/10.4018/979-8-3693-2623-6.ch013
Ozogul, G., Karahan, E., Marquez, A., & Reeves, T. D. (2022). Examining student perceptions and learning outcomes in a HyFlex course. Computers and Education, *78*, 104388. https://doi.org/ 10.1016/j.compedu.2022.104388
Pirian Sharifi, A. (2024). Assessment in HyFlex courses. Roshd Magazine: Technology and Education, *315*, 12–19.
Shek, D. T., Zhu, X., Li, X., & Dou, D. (2022). Satisfaction with HyFlex teaching and law-abiding leadership education in Hong Kong university students under COVID-19. Applied Research in Quality of Life, *17*(5), 2833–2858. https://doi.org/10.1007/s11482-022-10040-4
Shirjang, J., Rostamzadeh, F., Gheibi, M. N., & Asadi, S. (2024). Assessment in HyFlex courses. Tahghighat Rahbordi dar Ta’alim va Amouzesh va Parvaresh, *1*(2), 45–60.
Singh, J., & Matthees, B. (2021). Facilitating interprofessional education in an online environment during the COVID-19 pandemic: A mixed method study. Healthcare, *9*(5), 567. https://doi.org/ 10.3390/healthcare9050567
Sulistiawati, L., Iskandar, I. I., & Dewanti, R. (2023). Exploring teacher’s digital media literacy in supporting hybrid-flexible learning activities. In Proceedings of the International Conference on Language and Language Teaching (pp. 171–184). Universitas Negeri Malang.
Suresh Kumar, D. (2023). How to be successful in HyFlex learning: Student and teacher’s perspectives [Doctoral dissertation, Memorial University of Newfoundland].
Tamura, Y., Morishima, N., & Augeri, J. (2024). Utterance analysis of HyFlex group discussion for equivalency evaluation. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 288–293). Association for the Advancement of Computing in Education.
Tasker, R. (2023). Student satisfaction in a HyFlex course in higher education [Doctoral dissertation, University of Southern California].
Tittle, G. H. (2020). Expanding and maximizing flexibility, choice and accessibility with HyFlex courses [Unpublished manuscript].
Тулекова, Г. М., Кударова, Н. А., Юношева, Н. Ф., Касимбекова, Б. А., & Зубайраева, З. А. (2023). Students’ perceptions of Hyflex hybrid learning: A case from the University of Kazakhstan. Вестник КазНПУ имени Абая, серия «Педагогические науки», *79*(3), 52–68.
Wong, B. T., Li, K. C., Chan, H. T., & Cheung, S. K. (2023). HyFlex learning research and practice: A longitudinal analysis. Sustainability, *15*(12), 9699. https://doi.org/10.3390/su15129699

Articles in Press, Accepted Manuscript
Available Online from 16 September 2025