“Here we go again”: unfolding HE students’ hybrid experience and resilience during post-covid times

Abstract

ABSTRACT The COVID-19 pandemic has greatly impacted higher education (HE) globally, causing students to feel disconnected and burdened with online learning. In response, many institutions have adopted a hybrid approach to teaching and learning (T-L) to mitigate future outbreaks. However, the impact of hybrid T-L on students’ experiences remains underexplored. This study aims to investigate the impact of hybrid T-L on students’ experiences post-pandemic, including satisfaction, engagement, and self-efficacy, and to identify areas for pedagogical improvement. This mixed-methods study of 246 students from six HEs in Malaysia found that hybrid learning (HL) was associated with positive student experiences, high satisfaction, self-efficacy, and engagement, which was attributed to students’ efficacy with online learning during the pandemic and the flexibility afforded by HL, highlighting the need for pedagogy that supports engagement and builds resilience in the post-pandemic setting in HE. Overall, the study contributes to the literature on HL in the post-COVID era by shedding light on how students navigated the rapid educational shifts caused by the pandemic. It provides insights into how HL can be optimized for effective and engaging learning and highlights the importance of continuous professional development to ensure teachers are equipped with the necessary skills for HL.