Learning Design in the Aftermath of COVID-19: Lessons from Online and Hybrid Learning During the Pandemic

Abstract

Various designs of online learning, such as full online and hybrid learning, were used during the COVID-19 pandemic. The pandemic has subsided, and the government has decided to implement offline education in schools and colleges. This study aims to analyze students' and lecturers' experiences with online and hybrid learning and to make recommendations for learning design in universities after the pandemic is over. This study employs a descriptive analysis design, with respondents from the State University of Semarang. A closed and open questionnaire administered via Google Form were used to collect data. Interviews were also used to gain a better understanding of the pandemic's impact on lecturers and students. The descriptive quantitative data analysis method was used. According to the findings, the majority of students and lecturers preferred offline learning and stated that they were willing to return to campus to study. During online and hybrid learning, many obstacles and challenges arise. Stress among students has skyrocketed. The main impediment to the smooth operation of lectures is the lack of online and hybrid learning options. Students, on the other hand, believe that lecturers can create a challenging lecture process for them. Blended learning is a possible alternative learning design. Face-to-face and online learning are combined and are complementary.

Students’ psychological state and its associated factors during an outbreak of COVID-19 in Pakistan: a web-based survey

“…Also, due to financial barriers many students were unable to access the online classes that was one of the strongest factors for distress among students (Chugh, Aqeel, & Gera, 2023; Desabayla, 2023; Fawaz & Samaha, 2021; Rahman & Mohsin, 2023; Zhai & Du, 2020). Thus, fear of uncertainties regarding COVID-19 along with sudden changes in teaching and assessment methods has exerted a drastic stress on students that has impaired their mental well-being (Aqdas, Ahmed, & Soomro, 2023; Nurkhin, Martono, & Pramusinto, 2023). Different studies also highlighted that the mental distress among young people has significantly grown in recent years that is related with various factors including achievement pressure, social media and the persistent use of internet (Merikangas et al ., 2010; Siegel & Dickstein, 2011; Te Wildt, 2018; Zendle and Bowden-Jones, 2019) as well as several complex issues inside the family (Murray, Creswell, & Cooper, 2009).…”

“…Also, due to financial barriers many students were unable to access the online classes that was one of the strongest factors for distress among students (Chugh, Aqeel, & Gera, 2023;Desabayla, 2023;Fawaz & Samaha, 2021;Rahman & Mohsin, 2023;Zhai & Du, 2020). Thus, fear of uncertainties regarding COVID-19 along with sudden changes in teaching and assessment methods has exerted a drastic stress on students that has impaired their mental well-being (Aqdas, Ahmed, & Soomro, 2023;Nurkhin, Martono, & Pramusinto, 2023).…”