Abstract
This research examines students’ experiences of the changes in teaching methods at the University of Johannesburg (UJ) during and after the COVID-19 pandemic. The study focuses on the transition between online, hybrid, and face-to-face teaching and learning. It uses a qualitative approach based on interpretivist paradigm to explore the effects of these changes on students' academic, social, and emotional well-being. The pandemic forced universities to switch to online learning, which had both benefits and challenges, including accessibility issues. As the pandemic subsided, a hybrid learning model emerged, combining in-person and online teaching methods. This transition paved the way for a gradual return to traditional in-person learning. In this study, I interviewed students from various backgrounds to explore their experiences with different learning formats, focusing on how they adapted, stayed motivated, and performed academically in each setting.
Interestingly, participants had mixed views on learning formats. Many preferred face-to-face learning, citing its positive impact on motivation, relationships, and engagement. However, a sizeable group advocated for online learning, emphasising its flexibility and compatibility with work and personal responsibilities. Hybrid learning, which combines both face-to-face and online elements, was also popular, as it met the diverse needs and preferences of students by providing flexibility. This research highlights the need for educational institutions to adapt to today's swiftly evolving educational landscape. They must create and preserve balanced learning environments that are adaptable and inclusive. As per findings from the participants, these environments should cater to the varied needs and choices of students in a world still feeling the effects of the pandemic. By creating these environments, institutions can ensure that education is valuable and accessible to all, no matter the challenges that lie ahead.