Hybrid Models on the Rise: Post-Pandemic Trends in Digital Learning

Abstract

Digital learning in the post‐pandemic era is projected to be primarily blended. Guppy et al. (2022) report that across six countries two‐thirds to three‐quarters of higher education stakeholders expect a shift toward hybrid models, with more fully online courses emerging alongside traditional instruction. In Indonesia, Jamilah and Fahyuni (2022) note that 60% of reviewed articles favor blended learning and 76% support continued online modalities—with students there expressing a clear preference for online learning over face‐to‐face formats. A large-scale survey (“Online Learning during the COVID‐19 Pandemic,” 2023) from six countries finds that although over 85% of students experienced remote learning during the pandemic, most now opt for a hybrid approach, with about 20% engaging in both online and offline studies. In a global context, Pokhrel and Chhetri (2021) also foresee hybrid models remaining integral even as in-person instruction resumes.

Studies reveal that while faculty, administrators, and instructional design specialists are optimistic about digital expansion, many students voice concerns regarding the quality, engagement, and support of such modalities. Reports highlight significant challenges—especially in Asia-Pacific contexts—related to internet access, device availability, and the readiness of institutions to integrate technology effectively.

Methods

We analyzed 5 sources from an initial pool of 50, using 0 screening criteria. Each paper was reviewed for 5 key aspects that mattered most to the research question. More on methods

Results

Characteristics of Included Studies

Guppy et al., 2022
Post-pandemic future of digital learning in higher education
6 countries (no mention found)
Students, Educators, Senior Administrators, Instructional Design Specialists
4,243 students, 281 educators, 15 senior administrators, 43 instructional design specialists
Yes

Jamilah and Fahyuni, 2022
Future of online learning post-COVID-19 (systematic review)
Indonesia
No mention found (systematic review)
No mention found (review of 21 articles)
Yes

Bessette, 2020
Digital learning during COVID-19

“Online Learning during the COVID-19 Pandemic,” 2023
Student experiences and institutional responses to online learning during COVID-19
6 countries (Indonesia, Nepal, Pakistan, Philippines, Republic of Korea, Vietnam)
Students, Higher Education Institution Administrators, Faculty Members
110,578 participants (no breakdown found)
Yes

Pokhrel and Chhetri, 2021
Impact of COVID-19 on teaching and learning (literature review)
Bhutan + Global context
Students, Educators, Administrators
More than 170,000 students in Bhutan, others no mention found
Yes

Summary of Study Characteristics:

Study Focus:

Two studies examined the post-pandemic future of digital or online learning in higher education.
Three studies focused on digital or online learning during the COVID-19 pandemic.
Two studies were systematic or literature reviews.

Geographic Scope:

Two studies had a multi-country scope, each including six countries.
Two studies included Indonesia.
One study each included Nepal, Pakistan, Philippines, Republic of Korea, Vietnam, and Bhutan.
One study included a global context.
For one study, we found no mention of the location.

Participant Types:

Students were included in three studies.
Educators or faculty were included in two studies.
Administrators or senior administrators were included in three studies.
Instructional design specialists were included in one study.
For two studies, we found no mention of participant types.

Sample Size:

One study reported sample sizes with a detailed breakdown by participant type.
One study reported a total sample size without a breakdown.
One study reported a sample size for students only.
One study, as a systematic review, did not specify a sample size but reviewed 21 articles.
For one study, we found no mention of sample size.

Thematic Analysis

Convergence on Blended Learning as the Preferred Future Model

Trend toward blended/hybrid learning:

Four studies with available data report a strong trend toward blended or hybrid learning as the dominant post-pandemic modality.
Guppy et al. (2022) found that a majority of stakeholders across six countries foresee the most growth in blended or hybrid forms, with approximately two-thirds to three-quarters expecting more fully online courses.
Jamilah and Fahyuni (2022) report that 60% of reviewed articles support blended learning, and 76% support continued online learning post-pandemic. Indonesian students in this review expressed a preference for online over face-to-face learning.
The large-scale survey by “Online Learning during the COVID-19 Pandemic” (2023) found that while over 85% of students experienced remote learning during the pandemic, the majority now prefer a hybrid approach, with about 20% still studying both online and offline.
Pokhrel and Chhetri (2021) also anticipate a shift toward hybrid models, with digital learning expected to remain integral even as face-to-face teaching resumes.

Stakeholder Perspective Variations on Digital Learning Adoption

Differences by stakeholder group:

Guppy et al. (2022) highlight that students are more skeptical about the extent of future change compared to faculty, administrators, and instructional designers, who are more optimistic about digital expansion.
Jamilah and Fahyuni (2022) report a unique context in Indonesia, where students reportedly prefer online learning over face-to-face, a finding not echoed in the broader Asia-Pacific survey.
Some studies note that while faculty and administrators anticipate increased online course offerings, students’ enthusiasm is tempered by concerns about quality, engagement, and support.

Infrastructure and Institutional Support Requirements

Universal challenges:

The “Online Learning during the COVID-19 Pandemic” (2023) study identifies significant disparities in internet access, device availability, and affordability, particularly for students from lower socioeconomic backgrounds.
Both Guppy et al. (2022) and Pokhrel and Chhetri (2021) emphasize the need for thoughtful integration of technology, ongoing teacher training, and robust support systems to ensure effective blended learning.
The literature review by Jamilah and Fahyuni (2022) underscores the importance of maintaining and developing digital literacy skills among students and teachers.
Institutional and governmental investment in infrastructure, content development, and capacity-building is repeatedly cited as essential for sustainable digital learning.

Regional and Contextual Factors Influencing Implementation

Contextual variation:

Regional context significantly shapes digital learning experiences and expectations.
The Asia-Pacific focus of several studies reveals unique challenges, such as the digital divide in developing countries, reliance on mobile broadband, and varying levels of institutional readiness.
In Bhutan, Pokhrel and Chhetri (2021) highlight the particular difficulties faced by rural students and those with special needs, exacerbated by limited access to devices and connectivity.
The Indonesian context, as described by Jamilah and Fahyuni (2022), demonstrates a rapid but uneven adoption of online learning, with cultural and infrastructural factors influencing modality preferences.
These studies report that while blended learning is a trend, implementation and effectiveness vary by context.

Limitations

The evidence base is strongest for the Asia-Pacific region, with limited data from other global contexts.
We only had access to the abstract for Bessette (2020), which limits the available methodological detail and findings from that study.
Most studies are descriptive or review-based, with only one large-scale primary survey.
The generalizability of findings to other regions or educational levels (such as primary or secondary education) is uncertain.
The lack of detailed breakdowns by participant group in some studies limits the granularity of the analysis.

References – Further Reading

Guppy, N., Verpoorten, D., Boud, D., Lin, L., Tai, J., & others (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology
Jamilah, J., & Fahyuni, E. F. (2022). The Future of Online Learning in the Post-COVID-19 Era. KnE Social Sciences
Bessette, L. (2020). Digital Learning During the COVID‐19 Pandemic. The National Teaching & Learning Forum
No authors found (2023). Online Learning during the COVID-19 Pandemic.
Pokhrel, S., & Chhetri, R. (2021). A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future