FROM IN-PERSON TO VIRTUAL TO BLENDED LEARNING: EXPLORING UNIVERSITY STUDENTS' EXPERIENCES

Abstract

The aim of the study was to understand university students’ learning experiences in the in-person (before COVID-19), virtual (during COVID-19), and blended (after COVID-19) modes, the challenges they faced, how they coped with the challenges, and which of the three modes of learning they preferred. Using Colaizzi’s descriptive phenomenology, 30 undergraduate students were interviewed to understand their learning experiences in the three modes. Findings indicate that students preferred blended learning to in-person and virtual learning. Students’ in-person learning challenges were walking to lectures, large classes, lateness, and stress; their virtual learning challenges were poor internet connectivity and noise; and their blended learning challenges were clashes on the timetable, miscommunication, stress, noise, and lateness. Students coped with in-person learning challenges by being punctual, relying on lecture notes, and getting help from friends. They coped with virtual learning challenges by relocating, using personal internet, relying on friends and relatives, and recorded lessons. They coped with blended learning challenges by relying on lecture notes and recorded lessons, using headphones, and focusing on one mode of learning. Implications for practice and policy are discussed.

Keywords: COVID-19 pandemic, in-person learning, virtual learning, blended learning, descriptive phenomenology, university students.

Date of submission: 4th January, 2024; Date of acceptance: 6th April, 2024

Date of publication:

url:

*Corresponding author

Citation:

Sedofia, J., Yeboah, R. & Commey-Mintah, P. (2024). From in-person to Virtual to Blended Learning: Exploring University Students' Experiences. Multidisciplinary Journal of Distance Education Studies, 2024, 1(1), 82-106.