Abstract:

Egypt Vision 2030 is a national agenda that reflects the government’s long-term strategic plan to achieve sustainable development in many different aspects of Egyptian society. Spreading an innovative culture and enforcing digital transformation in the educational sector is one of those aspects. The coronavirus crisis has been a catalyst to this digital transformation, leading universities to act proactively to meet the educational needs of the students by exploiting technological resources. In the academic year 2020-2021, The British University in Egypt (BUE) has adopted a hybrid learning model using a rotational approach. This approach allows students to rotate between the physical presence on campus and remotely receiving online classes throughout the week. The complexity of implementing such a model could be challenging for both students and academic staff. This study aims to examine the perception of students and academic staff toward hybrid learning.

Semi-structured interviews were conducted with 8 academic staff (8 females, aged 25 – 39) and 11 students (9 females, aged 19 – 24) at the BUE. Interviews were transcribed and later analyzed using thematic analysis. The results identified the following main themes: university educational strategy, efficiency, students’ engagement, technological issues, skills, and flexibility. The participants indicated the importance of the university’s clear vision and policies across faculties to ensure the standardization of hybrid learning practices. They perceived hybrid learning as an efficient model in terms of time, effort, and cost. Participants stated that there is a lack of engagement, particularly in online classes. The Internet connection and the network infrastructure were reported by the participants as major challenges of hybrid learning. Additionally, technical and instructional skills were identified by participants as required skills for academic staff. To improve the hybrid learning model, the participants suggested that it should be flexible regarding the student’s attendance, assessment, and class schedule.

This study enriches the existing literature by evaluating the subjective lived experience of students and academic staff with hybrid learning. This presents valuable practical implications for educational system stakeholders. Future research should consider the effect of cultural context on hybrid learning practices.

Keywords:

Perception, hybrid learning, academic staff, university students, digital transformation.