Abstract:

Hybrid teaching has become a central component of higher education, particularly as a solution to geographic differences and the need for flexible learning. Despite the widespread use of technology enabling students to participate remotely, few studies systematically examine how students experience hybrid teaching and to what extent they perceive that they have learned the content.

This study aims to explore student experiences of hybrid lectures in 2025 at Mälardalen University, with a particular focus on comparisons between Karlshamn and Eskilstuna campuses. Data were collected through a survey measuring both satisfaction and perceived learning. Students rated their responses on a scale from 1 to 5, where 1 corresponds to “very dissatisfied” and 5 to “very satisfied.” The survey included questions about the extent to which students felt they had assimilated the lecture content when the lecturer was physically present in the classroom versus participating via video link.

Preliminary results reveal a surprising pattern: Karlshamn students, attending remotely via video link while the lecturer was present in Eskilstuna, report high satisfaction (scores 4–5) and perceive that they have largely assimilated the lecture content. In contrast, Eskilstuna students, where teaching occurs almost exclusively on-site, report lower satisfaction (scores 1–2). Across both campuses, students indicate higher perceived learning when the lecturer is physically present in the classroom.

These findings suggest a paradox: physical presence on-site does not necessarily determine student satisfaction, whereas the lecturer’s presence clearly enhances perceived learning. The study raises important questions about the factors influencing the effectiveness of hybrid teaching, how digital tools can be optimized, and how instruction can be adapted to meet diverse student needs and expectations. These insights are crucial for future pedagogical planning, the design of hybrid teaching formats, and strategies to support learning across multiple campuses.

Keywords:

Hybrid teaching, student satisfaction, perceived learning, higher education, digital pedagogy.