A Conceptual Study of Undergraduates’ Acceptance towards Hyflex Learning Approach

The hybrid-flexible (Hyflex) education approach has evolved in line with the transformation of the higher education landscape. This approach combines the elements of face-to-face and online learning. It is flexible for students to choose their participation in class whether attending physically, remotely or through a combination of both. Although Hyflex education provides flexibility and facilitates their presence in class, some issues may arise such as the feasibility of Hyflex implementation, and the lack of engagement and interaction between students, peers, and instructors. Furthermore, this could affect students’ academic performance due to demotivation, and mental disorders. Another issue is limited access to resources and technology, reliability of internet access, and the appropriate devices for online learning that can cause disparities in learning experiences among students. Therefore, this conceptual paper aims to explore the factors affecting undergraduates’ acceptance of Hyflex learning using the Technology Acceptance Model (TAM). There are two constructs that will be applied for this study which are perceived usefulness and perceived ease of use. In conclusion, this study is expected to provide further insight into the Hyflex implementation in Malaysia and the necessary improvement needed to ensure student engagement and performance can be achieved with better pedagogical skills from the instructors.