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

Ridwan Daud Mahande 1 * , Wirawan Setialaksana 1, Nurul Mukhlisah Abdal 1, Mustari Lamada 1
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1 Department of Informatics and Computer Engineering Education, Faculty of Engineering, Universitas Negeri Makassar, Makassar, INDONESIA
* Corresponding Author
Online Journal of Communication and Media Technologies, Volume 14, Issue 1, Article No: e202410. https://doi.org/10.30935/ojcmt/14170
OPEN ACCESS   1143 Views   725 Downloads   Published online: 30 Jan 2024
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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.
Keywords: HyFlex learning, cognitive styles, adaption-innovation, learning equity

CITATION

Mahande, R. D., Setialaksana, W., Abdal, N. M., & Lamada, M. (2024). Exploring HyFlex learning modality through adaption-innovation theory for student learning equity. Online Journal of Communication and Media Technologies, 14(1), e202410. https://doi.org/10.30935/ojcmt/14170

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