Hybrid education and learning outcomes in university education: a narrative review
DOI:
https://doi.org/10.63969/wz7c0m22Keywords:
hybrid education, learning outcomes, higher education, blended learning, instructional designAbstract
Introduction: Hybrid education integrates face-to-face and digital experiences, but its effects on university learning depend on pedagogical decisions and institutional conditions. Methodology: A narrative review and thematic synthesis of academic literature on blended learning, interaction, self-regulation, assessment and achievement were conducted. Foundational theoretical contributions, reviews and empirical studies were examined without applying a systematic-review protocol or meta-analytic estimates. Results: The literature indicates that hybrid environments can increase flexibility and support participation, autonomy and access to resources. Nevertheless, benefits are not uniform: they depend on instructional design, interaction quality, digital skills, feedback and equitable access. Comparisons across modalities differ in context, measurement instruments and definitions of outcomes; consequently, improvements cannot be attributed solely to the combination of face-to-face and online learning. Active strategies and formative assessment emerge as relevant components of integrated learning experiences. Conclusions: Hybrid education is a relevant option for university education when learning objectives, activities and assessment are aligned within a coherent model. Longitudinal and comparative studies are needed to distinguish measured achievement from self-reported satisfaction and examine digital inequalities.
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