Student engagement is an important factor in determining learning outcomes, but in online learning in particular, many obstacles are still faced. On the other hand, studies on the implementation of effective online learning are still limited. This study presents an empirical synthesis of the relationship between student engagement and learning outcomes in HyFlex through a random effects meta-analysis supported by a student survey. The meta-analysis results estimated via OpenMEE show a positive and significant overall effect. There was very high heterogeneity between studies, but subgroup analysis by education level showed no significant differences. Diagnostic publication bias indicated asymmetry, but the large Rosenthal fail-safe N value, supported the stability of the findings. Survey data showed an average of 81% positive responses in synchronous and asynchronous modes, including active participation, material comprehension, frequent access to asynchronous material, and task completion support. Respondents also rated learning interaction, learning atmosphere, self-motivation, and self-discipline as the main factors driving engagement. Overall, these findings confirm that student engagement are key determinants of learning outcomes in HyFlex, and emphasize the need for HyFlex designs that emphasize meaningful interaction, accessible media, and self-regulation support. Further research is needed to test contextual moderators and clarify the conditions that most support the effectiveness of HyFlex Learning.
Author Keywords
Index Keywords
