International Journal of
Information and Education Technology

Abstract

As flexible, technology-supported instructional modes become increasingly prevalent in higher education, empirical validation of their effectiveness in practice-oriented courses is critical. This study examines the impact of the HyFlex Flipped Classroom (HFFC), which combines flipped and blended learning by offering face-to-face, synchronous online, and asynchronous participation options, on students’ cognitive outcomes. A 2×2 quasi-experimental design was implemented with 150 undergraduate media students enrolled in a video production course, assigned to either the HFFC group (n = 80) or the Conventional Flipped Classroom (CFC) group (n = 70). Data analysis employed descriptive statistics and Analysis of Covariance (ANCOVA), with gender as a moderating variable. Results show that HFFC significantly enhanced students’ cognitive outcomes compared to CFC. Although gender was not a significant predictor, HFFC contributed to reducing gender-related disparities. These findings suggest that HFFC supports higher-order learning and promotes a more equitable learning environment, providing empirical support for its adoption in practice-based higher education.