Exploring Hybrid Learning Experiences in Higher Education: Perspectives from Students and Faculty

Abstract

The rapid adoption of hybrid learning platforms in higher education has transformed the way students and faculty interact with digital tools. Despite extensive research on hybrid learning, the subjective experiences of users—specifically how students and faculty members engage with these platforms—remain underexplored. The question of how these users navigate and make sense of their hybrid learning experiences is still largely unanswered. Here we show that a phenomenological approach, focusing on the lived experiences of students and faculty, offers valuable insights into the challenges and benefits of hybrid learning environments. Specifically, we employed a descriptive phenomenological method to ensure methodological rigor, including systematic coding and triangulation to enhance trustworthiness. Using in-depth interviews with 15 participants (10 students and 5 faculty members, selected through purposive sampling to capture variation in academic disciplines and teaching experience), our study reveals that while hybrid platforms provide flexibility and accessibility, technical challenges and lack of training hinder engagement and teaching effectiveness. However, the relatively small sample size and its concentration within a single higher education institution represent limitations that restrict generalizability, although they allow for rich, contextualized insights. These findings emphasize the need for better support systems and training for both students and faculty to optimize hybrid learning. Our results contribute to the growing understanding of hybrid learning, highlighting the importance of considering the emotional and cognitive dimensions of user experiences. This study offers implications for future research and development of digital learning platforms, stressing the significance of addressing the human experience in technological integration.