Evaluating the Impact of Collaborative Hyflex Training (CHT) on Teaching Effectiveness: Evidence from Student Course Experience

Abstract

This study evaluates the impact of cross-institutional Collaborative HyFlex Training (CHT) on university teachers’ instructional effectiveness through student course experience. The Course Experience Questionnaire (CEQ) was administered to 755 students taught by three teacher groups (CHT group, n=263; Control A, n=244; Control B, n=248), with confirmatory factor analysis confirming scale validity. Due to violations of parametric test assumptions, Kruskal-Wallis H tests and Dunn’s post-hoc tests with Bonferroni correction were employed. Results demonstrate that the CHT group significantly outperformed both control groups across all CEQ dimensions (p<0.001), with medium to large effect sizes (δ=0.28-0.69). The most substantial improvements relative to Control B were observed in Good Teaching (GTS, δ=0.69), Generic Skills (GSS, δ=0.58), and Empowering Learners (ELS, δ=0.61). Notably, the CHT group significantly exceeded the high-performing Control A group (GTS: δ=0.48; Total CEQ: δ=0.44), confirming the model’s incremental value for teachers with diverse baseline competencies. The research reveals CHT’s dual-effect mechanism: “promoting equity” by elevating underperforming instructors while “enhancing excellence” among accomplished educators, providing empirical evidence for reconstructing faculty development systems during higher education’s digital transformation.