An overview of student perceptions of hybrid flexible learning at a London HEI

Abstract

Following implementation of a novel Hybrid flexible synchronous teaching approach, research was conducted. This looked at student views and perceptions of the approach both technically and pedagogically. The aim was to gather data to understand the approach from a student perspective and explore what would help ensure they gain the most from their experience in terms of engagement. Focus groups and interviews were held, and coding of data and thematic analysis was conducted. The main findings concerned engagement, equity of experience, and non-standard use issues, as well as benefits around flexibility for students. An original contribution to knowledge in this paper is shown through this being the first example of the thematic analysis of student feedback from hybrid flexible learning in this specific HE context. Limitations of this research include the specific conditions under which the research was conducted during a pandemic as this forced use of online-only recruitment and data gathering.