ISSN: 2222-6990
Open access
Higher education institutions have changed unexpectedly since the COVID-19 pandemic swept across the globe. It is a big challenge for most daily routines and negatively impacts higher education institutions. Hence, the situation demands quick changes, from the traditional method of teaching to blended pedagogy as depending on online teaching and learning is not an ideal option. Therefore, in order to optimize teaching and learning experiences, face-to-face learning mode and online learning mode or named as hybrid learning is conducted. This transition of learning potentially raises various perceptions among university students. Thus, this paper aims to investigate the university students’ perspectives on hybrid amidst post COVID-19. By using the convenient sampling method, a total of 60 diploma students participated and shared their feedback on hybrid learning implementation. This study was carried out through a survey research design and the data of this study was gathered by using online questionnaire via Google Form. The findings revealed that the students showed positive perceptions regarding hybrid learning in pedagogical and social aspects. Nevertheless, negative perceptions were found in the technical aspects relating to students’ concentration in deeper learning and students’ difficulties in learning English during hybrid learning. It is concluded that hybrid learning can be considered an effective learning approach as a learning solution in this endemic era.
Abidin, Dr. M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’ Attitudes towards Learning English Language: The Case of Libyan Secondary School Students. Asian Social Science, 8(2), 119–134. https://doi.org/10.5539/ass.v8n2p119
Alfiras, M., Nagi, M., Bojiah, J., & Sherwani, M. (2021). Students’ Perceptions of Hybrid Classes in the Context of Gulf University: An Analytical Study. Journal of Hunan University Natural Sciences, 48(5), 181–188.
Amin, F. M., & Sundari, H. (2020). EFL Students’ Preferences on Digital Platforms during Emergency Remote Teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362–378.
https://doi.org/10.24815/siele.v7i2.16929
Baharun, N., & Porter, A. (2009). Teaching Statistics Using a Blended Approach: Integrating Technology-Based Resources. Proceedings Ascilite Auckland, 40–48. http://ro.uow.edu.au/cssmwp/44
Bakeer, A. M. (2018). Students’ Attitudes towards Implementing Blended Learning in Teaching English in Higher Education Institutions: A Case of Al-Quds Open University. International Journal of Humanities and Social Science, 8(6), 131–139. https://doi.org/10.30845/ijhss.v8n6p15
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 Blended Learning Disruptive? In An Introduction to the Theory of Hybrids (pp. 1–43).
Hafiza, Siska, & Putri, D. M. (2022). An Analysis of Students’ Attitude in Learning English Through Blended Learning at SMA N Koto Baru. Jurnal Pendidikan Tambusai, 6(1), 1017–1022.
Hawa, S., Suryani, Susiani, R., Dauyah, E., & Majid, A. H. (2021). University Students’ Perception toward the Use of the Mother Tongue in the EFL Classroom. Studies in English Language and Education, 8(3), 1094–1110.
https://doi.org/10.24815/siele.v8i3.19870
Hediansah, D., & Surjono, H. D. (2020). Hybrid Learning Development to Improve Teacher Learning Management. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(1), 1–9. https://doi.org/10.17977/um038v3i12019p001
Kazi, A. S., & Moghal, S. (2019). Experiences and Perceptions of Postgraduate Students about a Blended Learning Program in Pakistan. Global Educational Studies Review, IV(I), 26–34. https://doi.org/10.31703/gesr.2019(iv-i).04
Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to Blended Learning: Understanding Student and Faculty Perceptions. Journal of Asynchronous Learning Network, 15(1), 20–32. https://doi.org/10.24059/olj.v15i1.188
Nashir, M., & Laili, R. N. (2021). Hybrid Learning as an Effective Learning Solution on Intensive English Program in the New Normal Era. Journal of Language Teaching and Learning, Linguistics and Literature, 9(2), 220–232. https://doi.org/10.24256/ideas.v912.2253
Sutisna, E., & Vonti, H. L. (2020). Innovation Development Strategy for Hybrid Learning Based English Teaching and Learning. Journal of English Education, 9(1), 103–114. https://doi.org/10.25134/erjee.v9i1.3783
Talis, S. S. N., Akib, E., & Baso, F. A. (2018). The Students’ Perception toward Implementing Blended Learning Method in English Language Teaching (ELT) at the 5th Semester Students of English Education Department (A Descriptive Qualitative Research). Jurnal Keguruan Dan Ilmu Pendidikan (JKIP), 5(1), 37–51.
https://www.researchgate.net/publication/326732132
Vaksalla, A., Saat, M. N. Z., Ishak, I., Hanawi, S. A., Amin, M. H., Kamsan, S. S., Zulkifli, N. N., & John, D. N. S. (2019). The Students’ Perceptions and Attitudes towards Blended Learning among Undergraduate Students in Kuala Lumpur. Education in Medicine Journal, 11(4), 19–28. https://doi.org/10.21315/eimj2019.11.4.2
Vonti, L. H., & Rahmah, M. (2019). The Use of Hybrid/Blended Learning in Understanding of English Structure Subject to Improve Students’ Achievement and Their Digital Literacy. JHSS (Journal of Humanities and Social Studies), 3(2), 99–102. https://journal.unpak.ac.id/index.php/jhss
Wang, Q. (2009). Guiding Teachers in the Process of ICT Integration (Analysis of Three Conceptual Models). Educational Technology, 23–27.
In-Text Citation: (Awaludin et al., 2023)
To Cite this Article: Awaludin, F. A., Junid, R. A., Karim, R. A., Azurawati Zaidi, N. N. R., & Shuhaimi, F. L. (2023). Exploring University Students’ Perspectives on Hybrid Learning within the Context of Post Covid-19 in ESL Classrooms. International Journal of Academic Research in Business and Social Sciences, 13(1), 1787 – 1799.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode