Pixel International Conferences

Hybrid Flexible (HyFlex) courses combine various learning modes for allowing students to choose their class attendance from face-to-face and online sessions according to their needs and availability, without learning deficits or consequences. This type of learning, which enables students with varying learning situations and profiles to benefit from course content in equitable ways, enhances learners’ engagement and satisfaction[1]. This study focuses on Iranian French Language Learners’ perceptions regarding hyflex language courses in a private university in Iran, in which this mode of learning was implemented for the first time. 80 students participated in the study by filling out a questionnaire regarding their perceptions about hyflex courses after two semesters of attending classes in hyflex mode, and participating in semi-structured interviews, which examined their experiences in hyflex courses. Results indicate overall positive perceptions among 83% of students regarding hyflex courses’ four core principles: flexibility, reusability, accessibility, and learners’ choice[2]. Furthermore, according to students, hyflex courses’ most important advantages yielding to satisfaction among non-traditional students who have family/work-related limitations, include improved motivation for learning, equal course accessibility in learner-centered courses, and focus on learners’ unpredictable conditions and in-person attendance constraints due to illness or geographic distance. On the other hand, according to traditional students, the most important advantages of hyflex courses consisted of enhanced autonomy in learning, improved self-regulation and time management, and increased digital literacy. Concerning challenges faced by students, both traditional and non-traditional students indicated IT-related problems, such as unstable internet connection, as well as unequal interactions with peers in online classes. Findings suggest a promising future for hyflex language courses in Iranian higher education for traditional and non-traditional students, while identifying the areas that need to be improved for a more successful implementation of this course model in language classes with the goal of enhancing students’ engagement in learning and course satisfaction.