Beyond binary: University student perceptions of online, hybrid and face-to-face learning, post-pandemic in Türkiye

Abstract

Between 2020 and 2024, higher education students experienced diverse instructional methods. The Covid-19 pandemic triggered a rapid transition to online education in 2020, which persisted in many regions until 2022. By then, universities largely returned to face-to-face instruction without consulting students' preferences. Although this was initially welcomed as normalcy, students who had experienced online education began questioning the necessity of daily campus attendance. This study, conducted in Istanbul, T & uuml;rkiye, explores whether students would have preferred changes in delivery modes if given a choice, their preferences for face-to-face, online, or hybrid education, and the factors shaping these views. A mixed-methods approach was employed, combining surveys and semi-structured interviews. Of 232 students invited, 195 completed the survey, and 37 participated in interviews. All procedures were voluntary and anonymous. Survey and interview results revealed conflicting opinions. Students emphasised the benefits of both online and face-to-face education, but often followed these with reservations, reflecting an internal dilemma. The frequent use of but in their statements illustrates their struggle to fully align with either model. Rather than rejecting traditional methods or fully embracing online alternatives, most favoured hybrid systems. Notably, students reframed work-life balance as education-life-work balance. Overall, the study signals a growing demand for adaptive teaching and offers insights for policymakers seeking to align higher education with contemporary needs.