INNOVATING TEACHING METHODS IN THE POST-PANDEMIC WORLD: A COMPARATIVE EVALUATION OF VIRTUAL AND TRADITIONAL LEARNING OUTCOMES

Abstract The COVID-19 pandemic has accelerated the transition to virtual learning in various educational institutions, shifting traditional methods that have been used for a long time. This study aims to compare the effectiveness of virtual learning and traditional learning in the context of student learning outcomes in the post-pandemic era. This study uses the Mixed Methods approach to obtain a comprehensive understanding of the learning outcomes of both methods. Quantitative data was collected through the measurement of academic outcomes, student engagement, and participation rates in 200 students who attended classes using virtual and traditional methods. Statistical analysis showed significant differences in academic outcomes between the two methods, with students in traditional classrooms tending to obtain better results in some subjects. On the other hand, students who took part in virtual learning showed improvements in technology skills and flexibility of study time. To complement the quantitative data, qualitative interviews were conducted with 20 teachers and 30 students to understand perceptions, challenges, and subjective experiences related to both learning methods. The results of the interviews revealed that while traditional learning is considered more effective in face-to-face interactions and in-depth discussions, virtual learning is recognized as providing wider accessibility and time savings for students with mobility limitations. The results show that both methods have their own advantages and disadvantages, and the application of the hybrid model, which combines the advantages of both methods, can be a more adaptive solution for future learning needs. This research makes an important contribution in informing innovative education policies in the post-pandemic era and recommends a more flexible approach in teaching.