Flexible Learning Environments: Minoritized College Students’ Experiences in HyFlex

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Research Questions and Latent Hypotheses
Subquestions

Purpose of the Study
Aiming to unpack the experiences of minoritized students in HyFlex courses and to
create a set of guidelines for community college practitioners, this dissertation sought to
determine whether the HyFlex method of teaching and learning in postsecondary education could
be used as a model for equitable instructional practices. This dual-purpose study relied on data
obtained via phenomenological interviews with college and university students who had
completed at least one course via HyFlex modality in the United States. First, the study aimed to
unpack the experiences of minoritized students who have participated in HyFlex courses or
programs at colleges and universities in the United States to inform higher education
practitioners about students’ experiences and expectations in HyFlex learning environments.
Second, the study attempted to provide a set of guidelines or recommendations for community
college practitioners considering creating HyFlex courses or programs to increase access to
college for minoritized students. As such, recommendations for leaders and practitioners, based
on the findings of the study, are presented in Chapter 5.
Research Questions and Latent Hypotheses
This study addressed the overarching question: What are the benefits and challenges of
HyFlex learning for minoritized college students?

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Subquestions
This study addressed the following subquestions:
•
How does minoritization by race, gender, language, or disability status affect the
experiences of students in HyFlex courses?
•
What, if any, issues of equity do minoritized students report from their HyFlex
experience?
•
What are the reasons minoritized students cite for enrolling in HyFlex courses?
•
When given a choice, how do minoritized students prefer to participate in HyFlex
learning, and why?
Auerbach and Silverstein (2003) explained the grounded theory method “uses two basic
principles: (1) questioning rather than measuring, and (2) generating hypotheses using theoretical
coding” (p. 7). I did not intend to test any hypotheses in this study; however, this qualitative
study used phenomenology design combined with grounded theory data analysis methods;
therefore, I have observed some themes and relationships emerge. For this reason, I went into
this study with two latent hypotheses and an open mind to follow the data wherever it would
lead.
•
Latent Hypothesis 1: HyFlex learning has a perceived positive impact on the
educational experience of minoritized students.
•
Latent Hypothesis 2: HyFlex learning does foster minoritized students’ agency.

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