A comparative analysis of students’ perceptions of online and hybrid learning models during the COVID-19 pandemic

This study presents a comparative analysis of two quantitative investigations into students' perceptions of online education during the COVID-19 pandemic. While both studies employed structured online surveys, each targeted distinct dimensions of digital learning: the first focused on general experiences with online education, whereas the second examined content delivery, assessment practices, and the potential of hybrid models. Findings reveal overlapping themes in digital accessibility, alongside divergent attitudes regarding instructional preferences and learning challenges. The comparative analysis offers practical implications for the refinement of digital education strategies and policy-making in post-pandemic academic environments.
Background/purpose - COVID-19 had a significant impact on education, affecting not only educators' experiences but also students'. The purpose of this paper is to conduct a comparative analysis of two quantitative studies investigating students’ perceptions of online and hybrid learning during the pandemic. By examining the similarities and differences in students’ experiences—ranging from digital access and instructional preferences to emotional well-being and assessment practices—this study aims to contribute to a deeper understanding of how digital education strategies can be optimized in future learning environments.
Materials/Methods - This comparative analysis is based on two independent quantitative studies that explored students’ perceptions of digital learning during the COVID-19 pandemic. Both studies utilized structured online questionnaires created in Google Forms and distributed among university-level students. 
Practical implications - In practice, educational institutions should prioritize the enhancement of digital literacy for both educators and students to ensure effective participation in online and hybrid learning environments. Additionally, universities must strengthen emotional and social support systems to address the isolation and disengagement frequently reported by students. Finally, there is a clear need for more flexible and student-centered assessment approaches that maintain academic rigor while reducing stress and accommodating diverse learning needs.
Conclusion - This comparative analysis illustrates how student perceptions of online and hybrid learning during the COVID-19 pandemic reveal both shared challenges and differing preferences.