Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences

Abstract

The Covid-19 pandemic moved focus from face-to-face learning to hybrid in Higher Education; many educators did not have previous experience of this mode prior to this shift in learning locations. One form of hybrid learning is “synchronous hybrid learning” where both face-to-face and online students simultaneously attend learning activities. This study set out to explore students’ experiences of, and attitudes towards, synchronous hybrid learning, using a multi-method approach: a student survey (n = 66) and interviews with both students (n = 22) and lecturers (n = 8). Findings reveal technology challenges for both face-to-face and online learning but the majority of students preferred hybrid learning. Students acknowledged that hybrid formats provided fewer opportunities to collaborate and that they felt more engaged when face-to-face, but they could manage their time better with hybrid. Staff observed equity-related benefits, while acknowledging increased complexity of delivery. The study makes recommendations for a future that encompasses good quality, post-pandemic hybrid learning.