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

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dc.contributor.authorAydin, Oya Tamtekin
dc.date.accessioned2026-04-04T18:56:13Z
dc.date.available2026-04-04T18:56:13Z
dc.date.issued2025
dc.departmentİstanbul Bilgi Üniversitesi
dc.description.abstractBetween 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.
dc.identifier.endpage1705
dc.identifier.issn1837-6290
dc.identifier.issue4
dc.identifier.scopus2-s2.0-105026275169
dc.identifier.scopusqualityQ2
dc.identifier.startpage1685
dc.identifier.urihttps://hdl.handle.net/11411/10747
dc.identifier.volume35
dc.identifier.wosWOS:001650114700021
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherWestern Australian Inst Educational Research Inc
dc.relation.ispartofIssues in Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260402
dc.snmzKA_Scopus_20260402
dc.subjectHigher-Education
dc.subjectTechnologies
dc.subjectPerformance
dc.subjectCovid-19
dc.titleBeyond binary: University student perceptions of online, hybrid and face-to-face learning, post-pandemic in Türkiye
dc.typeArticle

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