The Perceptions of Hybrid Learning Experience among Students from the Academy of Language Studies in Universiti Teknologi Mara (UiTM) Shah Alam
DOI:
https://doi.org/10.24191/cplt.v13i3.7338Keywords:
hybrid learning, pedagogical, technical, social, residency statusAbstract
Hybrid learning integrates traditional face-to-face instruction with online learning, aiming to enhance students' experiences across synchronous and asynchronous environments. By adapting Erliza and Septianingsih’s (2022) PST model (Pedagogical, Social, and Technical), this study explores students’ perceptions of hybrid learning at the Academy of Language Studies, UiTM Shah Alam (RO1), and investigates the influence of residency status on their experiences (RO2). A total of 140 students responded to a 30-item online questionnaire. The findings reveal that students generally hold positive perceptions of hybrid learning in pedagogical, social, and technical domains, with resident students exhibiting slightly more favorable views compared to non-resident students. These results underscore the importance of continuously improving hybrid learning environments by leveraging positive student feedback, addressing technical challenges, and considering students' living situations to foster an inclusive and effective educational experience.
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