A Phenomenological Research: The Transition to Hybrid Learning of Psychology Students

The education system has sought ways to deliver quality education using different means and platforms. This study dives into the various experiences of students in hybrid learning. This study focuses on students' experiences with hybrid learning, including the difficulties they overcame, the adjustments they had to make, the lessons they learned from engaging in this type of learning that combines in-person and online classes, as well as their perceptions of their learning environment and general well-being as learners. The researchers aim to elucidate the challenges they have encountered and surpassed, and the obstacles they have adapted to achieve success during hybrid learning, which is still a rather fresh form of learning for most students and teachers alike. The study not only aims to assist in marking hybrid learning as a feasible and effective mode of learning, but also wishes to relay the difficulties students have faced and overcome, and the perceived strengths and weaknesses of the two primary modes of learning we have discussed. The researchers employed qualitative research techniques and the phenomenological approach in conducting this study. The researchers utilized purposive sampling and interviewed 10 students from NU Fairview to gather the data and understand the actual experiences of students, their preferences, their perceptions, and the things they have done during the transition to hybrid learning due to uncontrollable events like a pandemic. In the study, thematic analysis was used by the researchers to examine the interview-based data. Through this process, we were able to focus on four key themes: "Accepting the Hybrid Shift," "Hybrid Hurdles," "Beyond the Screen," and "Finding Balance." These themes covered the essence of the students' experiences, difficulties encountered as well as obstacles surmounted, perspectives, adaptations in adjustments, as well as comparisons and insights related to hybrid learning. The findings of this study satisfy and justify the research by illuminating hybrid learning's characteristics informing educators and educational institutions on how to enhance student experiences and maximize learning outcomes in this style of hybrid learning.