| Summary: | International audience Background: The last two years education and training have been forced to experiment with remote and hybrid education models. As hybrid education is becoming more common, it is crucial to better understand how students experience this new setting. One specific theoretical approach to capture optimal experience is the Flow theory, in particular the Eduflow model designed to study autotelic experience in education (Heutte et al., 2016; Heutte et al., 2021).Aims: In the current study, the EduFlow model was used in the context of Flemish higher education to compare students’ on-campus (N = 56) versus remote (N = 48) learning experiences and to what extent this relates to other measures of optimal experience and students' interpersonal characteristics (e.g., extraversion).Method: The internal validity of each dimension postulated in the EduFlow model was controlled for using McDonald’s Omega coefficient. Multiple multivariate regression was used to search for significant predictors for students’ optimal learning experience. Next, qualitative data was collected to triangulate the quantitative results.Results & Conclusion: The analysis revealed satisfying results for the reliability of the sub-dimensions. Next, significant relationships were found with (a) the learning setting; (b) intrinsic motivation as conceptualized by the Self-Determination Theory (Deci & Ryan, 2002); and (c) students’ interpersonal characteristics. Regarding autotelic experience, the highest scores were found for students learning on-campus during synchronous hybrid education, however the remote setting is perceived as a good alternative learning setting, especially for more introvert students. Students’ choice for remote vs. on-campus is significantly related to students’ personality.
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