Abstract

This mixed-methods study delved into the perceptions, experiential narratives, and intricate interplay between students' technological backgrounds, prior experiences, and their perceptions concerning this innovative pedagogical approach. The study engaged a cohort of first- and second-year (n = 207), soliciting their insights through a combination of closed and open-ended surveys. The quantitative data underwent analyses involving descriptive and correlation analyses, while the qualitative data were analyzed through qualitative content analysis. Findings unveiled a prevalent positive disposition among students towards hybrid learning, primarily rooted in its ability to confer control over the pace of learning, enhance comprehension, and facilitate the seamless integration of onsite and online educational components. Furthermore, hybrid learning emerged as a catalyst for self-regulated learning and proved exceptionally adept at catering to the unique needs of students. The students appreciated hybrid learning environment as it deftly accommodated contextual needs, mitigated anxiety, and played a pivotal role in facilitating the achievement of sustainable learning objectives. However, these positive aspects were tempered by the revelation of challenges that significantly impacted the efficacy of the hybrid learning experience. Besides, findings disclosed statistically significant Pearson correlations, indicating the profound influence of students' self-reported technology backgrounds on their hybrid learning experiences and ensuing perceptions.