Examining the effect of physical presence on perceived classroom climate in hyflex spaces

This study seeks to examine the impact of the physical presence of others on perceptions of classroom climate across multiple learning spaces, particularly HyFlex spaces, at the post-secondary level. Following a review of the role of others within social learning theory, student insights and perceptions concerning the physical presence of their peers was gathered using the Connected Classroom Climate Inventory. Student feedback indicated that impressions of classroom climate across various iterations of HyFlex spaces were viewed as both connected and supportive by students. The unpredictability of the physical presence of other students within the modified HyFlex learning space still allowed for respect for diverse learning styles and cooperation among students to be detected.