Using a Hyper-Flexible Online Teaching Approach: A Mixed-Methods Evaluation

Abstract

In higher education the COVID-19 pandemic has accelerated a shift to online learning. Despite its uncommon practice in universities, designing courses with both flexible delivery and assessments has demonstrated enhanced understanding and improved application to professional contexts, particularly benefiting older students working full-time and managing caregiving responsibilities. Using a mixed methods approach, combining qualitative and quantitative feedback through student surveys and learning management system data, this study reveals that a hyper-flexible approach effectively accommodates students, particularly those with conflicting family and professional commitments. While peer-to-peer engagement was reported to be negatively affected, students perceive this as an acceptable trade-off to flexible learning. Although not universally applicable, hyper-flexible teaching proves highly beneficial for non-traditional students with professional and personal obligations, fostering a positive learning environment conducive to deeper understanding.

Keywords

• flexibility
• health management
• student-centred design
• assessment design
• evaluation
• online teaching