Author: Jennifer B. Fabula, De La Salle-College of Saint Benilde, Philippines
Email: jennifer.fabula@benilde.edu.ph
https://doi.org/10.22492/ije.11.3.02
Citation: Fabula, J. B. (2023). Hybrid Learning Experiences of College Students with Special Education Needs. IAFOR Journal of Education, 11(3). https://doi.org/10.22492/ije.11.3.02
Abstract
Higher education institutions increasingly embrace hybrid learning to offer adaptable and variable educational techniques. After the COVID-19 limits were loosened, students could now take in-person and online courses simultaneously. Students engaged in distance learning for almost three years gradually return to class. Although hybrid learning has been the subject of numerous research among typical college students, little is known about how this method of instruction affects individuals with special needs. This descriptive qualitative study examined their opinions and experiences in hybrid learning environments to close this gap. Semi-structured interviews and theme content analysis were used. This study includes students with various diagnoses, including sensory impairments, learning disabilities, physical impairments, and social, emotional, and behavioral disorders. Findings revealed that students’ experiences with hybrid learning were marked by efficient learning, safe feeling, a sense of belonging, and expectation setting. College students with special education needs can benefit from efficient learning and a safe feeling. However, it presented difficulties in establishing a sense of belonging and clearly defining expectations, highlighting the need for customized approaches to satisfy their various needs.
Keywords
hybrid learning, inclusive learning, special education needs, student experiences