Student Perceptions of Online and Hybrid Teaching During the Pandemic

Introduction

It is well-known that the academic year 2020–2021 was one of the most challenging times both for students and teachers (Dorn et al., 2020). Prior to the pandemic, the face-to-face format dominated most educational contexts. This teaching modality has many advantages, such as real-time interaction and discussion, non-verbal communication, bonding, a sense of belonging to a classroom community (Rovai & Jordan, 2004; Singh, 2017; Paul & Jefferson, 2019), enhanced motivation, encouragement, personalization, contextualization, and opportunities for students to ask clarifying questions and for teachers to make appropriate changes to the content and teaching methodology (Kemp & Grieve, 2014; Paul & Jefferson, 2019; Singh et al., 2021). Due to COVID-19, educational institutions had to transition to online learning in order to continue instruction (Singh et al., 2021; Singh & Matthees, 2021).

As suggested by Kemp and Grieve (2014) and Singh and Matthees (2021), the online mode of teaching has certain benefits such as cost-effectiveness, self-directed learning, flexibility in terms of time and pace, in-depth discussions, and engaging learning experiences. The increase in online learning options for students is reflected in enhanced critical digital literacy of both teachers and students, implementation of active learning and scaffolding (Strayer, 2012; Kemp & Grieve, 2014; Singh & Matthees, 2021), revision and improvement of content and material, and the provision of engaging learning experiences for students (Rodriguez, 2020).

According to Singh et al. (2021), the COVID-19 pandemic has affected higher education as both teachers and students had to implement online, hybrid, and blended learning methods and approaches. Hybrid or blended learning has been one of the options preferred by many institutions at the current stage as it has allowed them to combine face-to-face instruction and online learning opportunities (Dhawan, 2020; Rapanta et al., 2020; Powell, 2021).

As suggested by Dziuban et al. (2004), blended learning is an instructional method that promotes student–faculty and student–student interaction, as well as students’ active participation and involvement in the content of the course and additional material. It creates a student-friendly atmosphere and opportunities for both summative and formative assessment. A hybrid medium of instruction allows students to have both synchronous and asynchronous learning (Siegelman, 2019). Hybrid and online teaching can improve students’ knowledge, comprehension, critical thinking, and time management skills during the pandemic and in the post-pandemic world (Crawford et al., 2014; Singh et al., 2021).