ADAPTING HIGHER EDUCATION THROUGH STUDENT PERSPECTIVES ON ONLINE DISTANCE AND FACE-TO-FACE LEARNING

Abstract

Higher education is transforming online distance learning (ODL), which evolves from an emergency response into a core feature of teaching and learning. This study investigates Malaysian undergraduates’ perceptions of ODL and face-to-face classes to inform the design of sustainable hybrid models. Data were collected through an online questionnaire completed by 246 students, combining quantitative Likert-scale items with qualitative open-ended responses. Statistical analysis revealed that ODL was valued for its cost savings, flexibility, and time efficiency; however, students highlighted challenges such as unstable internet connectivity, reduced focus, and weaker communication. In contrast, face-to-face learning was associated with better comprehension, stronger motivation, and richer interaction. While most students preferred face-to-face learning, many supported blended approachesthat integrate the strengths of both face-to-face and online learning. The findings highlight the need to address digital inequities and redesign online components for engagement, ensuring hybrid higher education systems are resilient, inclusive, and student-centred.