Comparing the Experiences of University Teachers and Students in Synchronous Hybrid Settings During and after the Pandemic

Abstract

Among the many innovations, teachers and students experimented widely for the first time with synchronous hybrid settings, which took hold in the second year of the pandemic (20-21). Although synchronous hybrid education is nothing new, it was neither widespread among practitioners nor established in the literature. This mixed method study aims to contribute to the body of knowledge about a format which was already studied before the pandemic as a convenient way to make tertiary education more inclusive, which is consistent with the 2030 Agenda goals regarding equity in education. To this end, it compares data collected during and after the pandemic on teacher and student approach towards synchronous hybrid teaching and learning combining quantitative and qualitative data. The opinions on synchronous hybrid education obtained during and after the pandemic do not differ. On the one hand, students and teachers in the three data collections mentioned the same challenges of synchronous hybrid settings. On the other hand, they see the opportunities differently. For teachers, the disadvantages in terms of workload, stress and effectiveness do not outweigh the opportunities in terms of student attendance. In contrast, students tend to favour synchronous hybrid teaching and learning because it could improve their quality of life, if not their learning.