Abstract
Hybrid learning has become increasingly popular in higher education institutions. It started after the relaxation of COVID-19 restrictions, where students could now simultaneously participate in face-to-face and online learning. Hybrid learning slowly brings students back to school who have been in remote learning for almost three years. Although there are several studies on hybrid learning among regular college students, little is known about how students with special education needs experience this learning approach. This descriptive qualitative study aimed to fill this gap by analyzing their perspectives and experiences in hybrid learning environments. It utilized semi-structured interviews and a thematic-content analysis method. Participants of this study include college students diagnosed with social, emotional, and behavioral problems, sensory impairments, learning disabilities, and physical impairments. This study revealed that students' experiences in hybrid learning were characterized by efficient learning, safe feeling, a sense of belonging, and expectation setting. Hybrid learning provides college students with special education needs the benefits of efficient learning and a safe feeling. However, it posed challenges in fostering a sense of belonging and defined expectation setting, underscoring the need for tailored approaches to meet their diverse needs.
Author Information
Jennifer Fabula, De La Salle-College of Saint Benilde Manila, Philippines
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