Student Experiences with Hybrid Learning Environments: A Qualitative Study of Motivation and Academic Engagement

Abstract

Background: Hybrid learning not only broadened access, but also reframed the students’ way of being motivated and knowledgeable about participating, belonging and personal responsibility for learning. Methodology: In this qualitative secondary analysis, study reviewed the anonymous student narratives which emerged in institutional evaluations, descriptions of openended survey responses and qualitative studies relating to blended and hybrid courses. Thematic synthesis with a reflexive approach was used to analyze the data, focusing on both commonalities and differences as well as contradictions. Results: 5 themes emerged: autonomy as resource and burden; the presence of the instructor as a motivator; participation disparities in physical and electronic environments; disruptions and increase in work load; belonging via meaningful relationships. Students appreciate flexibility, repetition/replay, less travel, and options to control the time for studying. Motivation however declined if the expectations were unclear, if the participation in online activities was seen as less important, or technology had negative impact on the interaction. Student engagement was better when the instructors planned alternative routes in which to engage, indicated clear patterns (rhythm) in their communication, and tied activities between modalities together. Conclusion: The study resulted in a proposed model of hybrid engagement between structure, presence, agency, inclusion and reflective support, which consistently aligns with a student-centered approach.