Staff and student experiences of hybrid teaching in a pandemic-impacted context

Aisling Tierney*, Sarah J Davies, Isabel J Hopwood

*Corresponding author for this work

Research output: Contribution to journalArticle (Academic Journal)peer-review

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This paper presents the findings of qualitative and quantitative research of staff and students’ experience of hybrid teaching at the University of Bristol during the 2020/2021 academic year. Hybrid teaching was added as an additional mode of teaching and learning as a response to circumstances caused by the Covid-19 pandemic. The research analyses data collected from student focus groups, and staff and student questionnaires. The benefits and drawbacks of hybrid teaching are presented in relation to trends in the higher education sector. The paper demonstrates the value of multi-method approaches to data collection to test the validity of institutional use of hybrid teaching with reference to the literature. The research contributes to a gap in empirical evidence and suggests practical and theoretical parameters for considering the use of hybrid.
Original languageEnglish
Article number17
Number of pages19
JournalResearch and Practice in Technology Enhanced Learning
Issue number17
Publication statusPublished - 1 Jan 2024

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  • hybrid teaching
  • pedagogy
  • higher education
  • qualitative analysis


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