Recent developments have led institutions into a transition towards more flexible educational models, such as synchronous hybrid education, i.e., having both on-site and remote students at the same time or multi-access education also providing asynchronous access. It is assumed that these new models can enhance accessibility for learners with diverse learning needs, creating opportunities for inclusive education. However, prior research investigating the relationship between student choice of course modality and personality, and the effect of this choice of delivery mode on affective learning outcomes remains underexplored. The current study filled this gap by exploring student choice behaviour regarding course modality, examining the influence of interpersonal personality traits on these choices, and assessing the impact of course modality on students' flow experiences. This research builds upon prior research on synchronous hybrid education, digital personalized learning, personality, and flow. Our study shows evidence for the significant relation between degree of introversion-extraversion and the choice of course modality, with more introverted students tending to prefer the remote setting compared to the on-campus setting. Moreover, the findings confirmed the influence of course modality on flow experiences. In this respect, our study contributes to the research on personalized learning by showing that current technological evolutions provide choices about where students learn, in addition to what and how they learn. This creates a new dimension of adaptivity, opening possibilities for inclusive education, yet also adding new challenges.