Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences
Kleopatra Nikolopoulou 1 *
More Detail
1 Department of Early Childhood Education, National and Kapodistrian University of Athens, Athens, GREECE* Corresponding Author

Abstract

Although there is a growing number of studies with regard to the forced transition to online education during the COVID-19 pandemic, fewer studies regard students’ perceptions on different modes of education or a comparison among these. The purpose of this study was to investigate university students’ opinions and preferences regarding face-to-face, online and hybrid modes of education, soon after their return to traditional face-to-face classes. The participants were 24 Greek students and data were collected via semi-structured interviews. Perceived benefits of face-to-face education include immediacy with teachers, socialization, and interactions, as well as students’ active participation, while the major perceived disadvantage is the demanding timetable. Perceived benefits of online education include the time and space flexibility, followed by familiarity with digital technology, while negative opinions regard technical problems and loss of practical classes. Positive perceptions about hybrid education are often linked to combining the benefits of face-to-face and online education. Students’ preferences for their future education highlight both face-to-face and hybrid education. Implications for university practices-policies, and recommendations for adoption of hybrid-blended modes of education are discussed.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Digital Educational Technology, Volume 2, Issue 2, August 2022, Article No: ep2206

https://doi.org/10.30935/jdet/12384

Publication date: 19 Aug 2022

Article Views: 11228

Article Downloads: 11828

Open Access References How to cite this article