Student Attitudes and Experiences with Distance Learning During COVID-19: A Framework for Hybrid Education

Background: The COVID-19 pandemic forced an unprecedented global transition to emergency remote teaching, fundamentally disrupting traditional higher education delivery methods. This study investigated how Greek higher education students adapted to mandatory distance learning during the acute phase of the COVID-19 pandemic (March 2020 to May 2021), providing baseline evidence of forced technology adoption patterns that can inform understanding of subsequent hybrid learning developments and future educational design. Methods: A quantitative cross-sectional design surveyed n = 477 students from Greek higher education institutions using a structured questionnaire measuring technology access, platform usage, learning modality preferences, challenges encountered, and future educational perspectives. Data analysis employed descriptive statistics, Pearson correlations, and multiple linear regression to identify predictors of distance learning satisfaction and preferences. Results: Most students expressed positive attitudes toward distance learning (67.9%) and reported comfort with online courses (71.6%), with 69.8% strongly preferring hybrid approaches combining synchronous and asynchronous modalities. Internet connectivity emerged as the primary predictor of satisfaction (β = 0.393, p = 0.052), while demographic factors showed minimal influence (R2 = 0.048). Most students achieved platform proficiency within ten days (73.6%), though 67.9% recognized that distance learning poses differential accessibility challenges. Conclusions: Despite successful adaptation to emergency remote teaching, students envision a hybrid educational future that strategically integrates online and face-to-face modalities rather than wholesale replacement of traditional methods, emphasizing the need for infrastructure investment and pedagogical innovation while preserving valued social learning dimensions.