An exploratory study on undergraduate learners' preparedness and preferences for different modes of learning in higher education

The transition in higher education toward incorporating diverse learning modes and technology like in-person, online, and hybrid modes has highlighted the need to understand undergraduate students' preparedness and preferences. This exploratory study aimed to investigate undergraduate learners' preparedness and preferences for different learning modes, offering insights to inform educational design and policy-making. The study employed a mixed-methods approach to investigate the current state of undergraduate learners’ preparedness for in-person, online, and hybrid learning, and students’ preferences among these learning modes. Data were collected through surveys from 227 participants, and focus group discussions to get the depth and nuances of students’ perceptions. The study revealed significant variability in preparedness across learning modes. Most students demonstrated adequate technical skills for online and hybrid learning and some students expressed concerns about isolation in online learning and anxiety about participation in hybrid environments. Preferences among learning modes reflected a developing inclination towards hybrid learning, valued for its balance of flexibility and interaction. However, preferences were strongly influenced by demographic factors and perceived barriers to access to technology and support systems. Students appreciated the structured environment and direct interaction in in-person learning but criticized its lack of flexibility. Online learning is praised for convenience but often criticized for fostering feelings of disconnection and disturbances in personal learning environments. Hybrid learning emerged as a promising option but the students recommended certain strategies to prevent disparities in students’ academic engagement. The study highlights the need for higher education institutions to adopt a nuanced, student-centered approach when formulating and delivering courses. Recommendations include provision of targeted support to address gaps in preparedness, and offering training in switching to technology-enabled and inclusive and adaptable hybrid models to optimize the learning outcomes across modalities. This study acknowledges limitations such as reliance on self-reported data and the small sample size. Future research should be directed to explore longitudinal changes in students’ preparedness and should also examine the views of faculty and administrators to create a holistic understanding of effective learning design.