| Summary: | HyFlex (Hybrid Flexible) learning is an educational model that combines both online and in-person instruction, providing students with the opportunity to choose how they want to learn. While the benefits of HyFlex learning have been a topic of some research over the last few years, there is still a lack of research on student satisfaction in this type of learning environment. This study aims to address this gap by examining student satisfaction in a HyFlex learning environment in higher education. The study was conducted at the University of Iceland, where 28 undergraduate and graduate students who were enrolled in HyFlex courses were surveyed about their satisfaction with the course. The survey consisted of both Likert-scale and open-ended questions, and measured student satisfaction in areas such as instruction, technology, flexibility, and engagement. The results of the study indicated that overall, students were satisfied with the HyFlex learning modality. In particular, students reported high levels of satisfaction with the flexibility and engagement provided by their courses. They also reported that they appreciated the opportunity to choose how they wanted to learn, and that this choice provided them a better fit with their learning style and work life balance. However, some students also reported challenges with technology and difficulty in finding a balance between online and in-person instruction. The findings of this study also suggest that HyFlex learning can lead to high levels of student satisfaction particularly in areas such as flexibility and engagement. However, it also highlights the importance of addressing technology-related issues and finding a balance between online and in-person instruction in order to optimize student satisfaction. Valvíst nám (e. HyFlex eða Hybrid Flexible) er kennsluform sem sameinar fjarkennslu og staðkennslu og gefur nemendum tækifæri til að velja á hvorn veginn þau haga þátttöku sinni í sameiginlegum viðburðum á námskeiði. Þó að kostir við kennslu með ...
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