Hyflex learning and student engagement in higher education: a systematic literature review

Abstract

Introduction – Hybrid-Flexible (“HyFlex”) course designs have emerged as a prominent modality in higher education, offering students the choice to attend classes in-person, online synchronously, or online asynchronously. This systematic literature review examines the impact of HyFlex learning on student engagement in higher education institutions across diverse disciplinary and geographical contexts, synthesizing empirical studies published from 2019 to 2024. Methods – Multiple research databases, including ERIC, Scopus and Web of Science, were searched using HyFlex- and engagement-related keywords, supplemented by reference mining, curated bibliographies, and targeted Google Scholar searches, yielding 30 studies reporting empirical evidence on student engagement. The review followed PRISMA 2020 reporting guidance, involving systematic identification, duplicate removal, title and abstract screening, full-text eligibility assessment, and inductive thematic synthesis of the included studies. Results – Key findings indicate that when well-implemented, HyFlex courses can sustain student engagement and academic performance on par with traditional face-to-face instruction. Students generally reported high satisfaction with the flexibility and autonomy afforded by HyFlex learning, which allowed them to choose their mode of participation (online or in person), manage their schedules more effectively, and continue learning despite time or location constraints. At the same time, challenges are documented: dispersion of students across modes can strain communication and social presence, potentially undermining engagement if not carefully managed. The review identifies factors influencing engagement in HyFlex - including students' self-regulation skills, sense of community, and instructor support - and highlights evidence-based strategies for enhancing engagement (e.g., active learning across modalities, strong teaching presence, and technology support). Discussion – Guided by frameworks such as the Community of Inquiry (CoI) and Self-Determination Theory (SDT), the findings are discussed in relation to how effective HyFlex implementation can fulfill students' needs for autonomy, competence, and relatedness, thereby fostering robust engagement. Institutional considerations and best practices are outlined to guide educators and administrators in leveraging HyFlex for inclusive and engaging learning. The paper concludes with recommendations for practice and future research.