Research Article

Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences

Kleopatra Nikolopoulou 1 *
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1 Department of Early Childhood Education, National and Kapodistrian University of Athens, Athens, GREECE* Corresponding Author
Journal of Digital Educational Technology, 2(2), 2022, ep2206, https://doi.org/10.30935/jdet/12384
Submitted: 24 June 2022, Published: 19 August 2022
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ABSTRACT

Although there is a growing number of studies with regard to the forced transition to online education during the COVID-19 pandemic, fewer studies regard students’ perceptions on different modes of education or a comparison among these. The purpose of this study was to investigate university students’ opinions and preferences regarding face-to-face, online and hybrid modes of education, soon after their return to traditional face-to-face classes. The participants were 24 Greek students and data were collected via semi-structured interviews. Perceived benefits of face-to-face education include immediacy with teachers, socialization, and interactions, as well as students’ active participation, while the major perceived disadvantage is the demanding timetable. Perceived benefits of online education include the time and space flexibility, followed by familiarity with digital technology, while negative opinions regard technical problems and loss of practical classes. Positive perceptions about hybrid education are often linked to combining the benefits of face-to-face and online education. Students’ preferences for their future education highlight both face-to-face and hybrid education. Implications for university practices-policies, and recommendations for adoption of hybrid-blended modes of education are discussed.
Keywords: face-to-face education, online education, hybrid education, university, student opinions, COVID-19 pandemic

CITATION (APA)

Nikolopoulou, K. (2022). Face-To-Face, Online and Hybrid Education: University Students’ Opinions and Preferences. Journal of Digital Educational Technology, 2(2), ep2206. https://doi.org/10.30935/jdet/12384

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