IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Hybrid Learning Experiences of College Students with
Special Education Needs
Jennifer B. Fabula
De La Salle-College of Saint Benilde
Philippines

29

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Abstract
Higher education institutions increasingly embrace hybrid learning to offer adaptable andvariable educational techniques. After the COVID-19 limits were loosened, students could now
take in-person and online courses simultaneously. Students engaged in distance learning foralmost three years gradually return to class. Although hybrid learning has been the subject ofnumerous 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. Semistructured interviews and theme content analysis were used. This study includes students withvarious diagnoses, including sensory impairments, learning disabilities, physical impairments,and social, emotional, and behavioral disorders. Findings revealed that students’ experienceswith hybrid learning were marked by efficient learning, safe feeling, a sense of belonging, andexpectation setting. College students with special education needs can benefit from efficientlearning 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

30

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

The transition to online education began when the COVID-19 pandemic first broke out, andlimits were put in place by governments all over the world. The rapid shift has allowed
educational institutions to adapt to meet the students’ varied learning needs. As a result, it has
been challenging to facilitate learning and meet the needs of students, and the most vulnerable,
such as those with special needs, have been severely affected. Amidst this profoundtransformation, it has become evident that students’ experiences are invaluable for shaping
educational practices responsive to the impact of unexpected crises.
After the pandemic, however, teaching and learning were never the same. With the inclusionof new technology, the classroom environment has changed, pedagogical strategies are createdto help students achieve their objectives, and face mask use is still required. In addition, we
now understand the importance of opening up many learning avenues to respond to extreme
circumstances, such as natural catastrophes on a large scale and daily disruptions of practicaleducation (Umiyati, 2022). As a result, teaching and learning have undergone a tremendous
transformation. To meet the needs of every student, many learning modalities, including online,
blended, and hybrid learning, have been introduced and implemented. Although these teachingstrategies are not new, they will continue to provide students with additional possibilities.
Several institutions have invested in technologically advanced learning environments tomaintain the continuity of teaching (Raes et al., 2020). Huggett (2022) affirms that technologyenabled learning has greatly revolutionized education and allowed new learning opportunities.
In the Philippines, De La Salle-College of Saint Benilde, a Catholic tertiary institution, has
opened its doors to students with this opportunity. One of the innovative pedagogicalapproaches to teaching and learning implemented following the pandemic to meet the demandsof students is hybrid learning. This proactive approach of the college made educational
experiences more accessible for all, including those with disabilities.
Hybrid learning, which incorporates digital and online teaching resources, is becoming
increasingly common in institutes of higher learning and is a productive learning style (Dietz,
2022). It has changed from face-to-face institutions that aim to give students freedom andgreater individualization to online institutions that understand the need to support students(Watson & Murin, 2014). Additionally, it incorporates “an element of learner’s control overtime, pace, path, and place” that transforms conventional teacher-to-student training into apersonalized method (Watson & Murin, 2014, p. 13). College students are more likely to be
more independent and in charge of their learning process because they have more developed
mental processes and independent behaviors. Online learners must be motivated and selfdisciplined to learn effectively (Carter Jr. et al., 2020; Jansen et al., 2020). They must manage,
access, and keep an eye on their learning to take ownership of their education.
What are the differences between online, blended, and hybrid learning? Online learning is asynchronous classroom setting where students use the internet to learn while interacting withthe teacher and other students (Singh & Turman, 2019). According to Graham (2006), blended
learning is the “combination of face-to-face instruction with computed-mediated instruction”(p.5) or an amalgamation of on-campus and online learning. Finally, hybrid learning occurs

31

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

when teachers simultaneously instruct their students online and in conventional classrooms(Umiyati, 2022). Although some graduate schools have adopted these learning methods, they
are intimidating for instructors who are used to imparting knowledge face-to-face, particularly
to students with special educational needs.
The main emphasis of this study was the use of hybrid learning for students with special
education needs. Studies on the effects of blended learning on students with special needs havebeen conducted (Alvarado-Alcantar et al., 2018; Rivera, 2017; Zavaraki & Schneider, 2019;
Zhang et al., 2020), but there are not enough studies on how it affects students with disabilities.
To support flexibility and inclusive learning, researchers advise creating more hybrid learning
environments (Gnaur et al., 2020; Hediansah & Surjono, 2020; Li et al., 2021). Hybrid learning
also enables students to participate in class activities regardless of location, making education
accessible to those with disabilities. Students with disabilities may have difficulties in theiracademics. However, with adequate support and understanding of their conditions, they cansurvive the challenges of various learning modalities, such as online and on-site environments.
Hence, listening to learners’ experiences is crucial to providing appropriate accommodations
and fostering inclusion and equity for all learners.
Research Questions
This study aimed to identify the experiences of college students with special education needs.
The following research questions were explicitly addressed in this study:
1. How do college students with special education needs perceive and experience hybrid
learning environments?
2. How do college students with special education needs adapt to cope with the challengesof hybrid learning?
3. How do college students with special education needs achieve the desired learning
outcomes in hybrid learning?
Literature Review
Addressing Special Education Needs in Hybrid Learning
Examining the learning experiences is essential for assessing and enhancing course designs forvarious learners because hybrid learning is now the most popular learning mode since thepandemic. The researcher used peer-reviewed journal publications and other academic sources
to examine multiple learning environments and hybrid learning study participants. Studies
involving students who needed special education services were conducted sporadicallycompared with those involving ordinary university students. According to Dizon andcolleagues (2013), students with special education needs have levels of physical-motor,
cognitive, language, psychosocial, and independence significantly different from those of
average, regular, or neurotypical students of their age. They may have physical limitations frombirth, such as being blind, deaf, or physically disabled, which sets them apart from the general32

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

population (Dizon et al., 2013). They could be “delayed behaviors indicating a low or
undeveloped intelligence, atypical language abilities, social-emotional and self-care skills, andmaturation” (Gomez & Oael, 2013, p. 13).
For neurotypical students, hybrid learning may offer flexibility and convenience, enablingthem to match their academic obligations with other personal commitments. However, students
with special educational needs may have difficulties with hybrid learning. For instance,children with attention or memory issues may find online understanding challenging and needmore assistance and accommodations to succeed. They might also need help managing theirtime and more structure and direction to keep on task.
Balancing the Convenience and Challenges of Hybrid Learning
Hybrid learning is a relatively recent concept gaining popularity in higher education
institutions (Bøjer & Brøns, 2022). However, hybrid learning research has frequently been
conducted with regular college students. For instance, a study by Little and Jones (2020) of
135 college students studying Accounting Principles found that hybrid and online classes
produce a more flexible and exciting learning environment than entirely on-site education. Thiseffort was assisted by Smith and Schreder’s (2020) study on adult learners’ attention in an
online course. It showed that the average attentiveness was more remarkable when students
and teachers signed on to Zoom simultaneously under the hybrid format.
In contrast, a study by Gutiérrez-Braojos and colleagues (2019) utilizing 36 female
undergraduate students engaged in educational research using hybrid learning showed thatcollaboration without rivalry in face-to-face contexts promotes excellent learning quality.
Students feel less pressure to meet their learning objectives when learning with their peers in aclassroom. Additionally, their face-to-face contact when working on their assignments gives
them confidence as they work with other students.
Integrating Technology and Assessing Emotional Impact
According to Liu, Spector, and Ikle (2018), integrating new technologies in hybrid
synchronous learning can support collaborative and individualized learning, valuablepedagogies for college students. However, adopting new technology to support learning andinstruction places a responsibility on designers and educators. Additionally, the complexity
and speed of technological development necessitate that our students be better prepared, quick
learners, and problem solvers. Furthermore, students with learning disabilities who require
extra time to complete their assignments find rapid technological development a significant
obstacle. In contrast to face-to-face classrooms, Daniels and Stupnisky (2012) identified
distinct emotions felt in online learning contexts. Emotions produce varied results because thelearning environment is vastly different. Although professors and some students are present in
the same venue, the first-year college students’ experience with virtual hybrid learning was
overpowering with ambiguity, functionality, and place (Olt, 2018). As a result, theyoccasionally felt alienated from their online lectures.

33

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Online students’ feelings of isolation might be a severe problem. For instance, some students
are compelled to participate in online course sessions due to their obligations to their families
and jobs. Because they have little time for their studies, these students could experience
isolation, fail to interact with the course material, and drop out (Cunningham, 2014).
Additionally, Francescucci and Foster (2014) found that visual anonymity can occasionallymake it simpler for online students to withdraw from class conversations. In these learning
situations, the issue of exclusion is therefore evident.
Similar to the previous study, Butz and colleagues (2016) examined the influence of students’emotions, perceptions of control, value, and achievement in synchronous hybrid learning
environments with 118 higher education students. Although using technology to participate intheir classes is initially enjoyable for students, the result implies that the novelty of the delivery
method wears off over time. To involve students in technology-mediated programs,
instructional designers should continuously experiment with new technologies (Hrastinski,2008).
Bower, Lee, and Dalgarno (2017) suggest offering remote students an embodied presence inface-to-face classes by considering the pedagogical, technological, and logisticalissues unachievable with traditional styles to build a collaborative virtual, hybrid learning
environment. To achieve learning objectives together, remote and in-person students should
feel like they are interacting naturally in the same physical place.
With these learning experiences explored in these studies, the researcher hopes to contribute
important insights into the journeys of students with special education needs through the
dynamic terrain of hybrid learning because they are also at the forefront of the educational
system and are not sufficiently represented in hybrid learning studies.
Methodology
Research Design
Semi-structured interviews were used in this descriptive qualitative study as part of a thematiccontent analysis strategy, a technique for “identifying, analyzing and reporting patterns(themes) within data” (Braun & Clarke, 2006, p. 79). For a fuller knowledge of the topic inquestion, this procedure emphasizes the experience (Holloway & Todres, 2003; McLeod,
2011), providing a thorough grasp of participants’ hybrid learning.
Participants in the Study
Four college female and four male participants were chosen for this study using purposive
sampling. They were identified as having physical impairments, sensory impairments, learning
challenges, and behavioral, emotional, and social issues. They were enrolled in the hybrid
learning program offered by the Catholic tertiary institution De La Salle-College of Saint
Benilde across all its schools. All participants are also proficient users of learning management

34

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

systems, digital learning tools, and conference platforms such as Zoom or Google Meetbecause all classes were taught online for over two years. However, the participants have yet
to take a hybrid learning course.
Table 1
ParticipantsParticipants (Ps)
P1

GenderM

Age
23

Year Level
Third Year

Diagnosed Condition
Severe Hearing Loss

P2

M

22

Second Year

Physical Impairment(Arthrogryposis)

P3

M

22

Second Year

Asperger Syndrome,
Learning Disability

P4

M

21

First Year

Autism Spectrum Syndrome,
High Anxiety & Depression

P5

F

22

Second Year

Attention Deficit Disorder,
Anxiety, and Depression

P6

F

22

Second Year

Epilepsy, Anxiety,Depression & Obsessive
Compulsive Disorder

P7

F

22

Second Year

Hearing Impairment with
Cochlear Implant

Note: Participants’ Demographics and Diagnosis

Research Instrument
A semi-structured interview was used to obtain the data. The research instrument is a 10-item
questionnaire developed by the researcher with the guidance of special education professors
about their perspectives, expectations, significant experiences, challenges or barriers, andvision for hybrid learning, administered through in-depth interviews.
Before distributing the questionnaires to the study participants, the researcher pilot-tested themwith individuals who shared the same interests as those who would be participating in the study(Turner, 2010). This allowed the researcher to identify any weaknesses and limitations in thequestions and make the required adjustments. To obtain adequate formulations, a small sample
of interviewees completed the questionnaire (Bayat et al., 2019).
Data Gathering Procedure
The data-gathering procedure started after obtaining permission from the Center for Inclusive
Education of De La Salle-College of Saint Benilde, especially from the Learning Support Casemanager. This unit provides support and appropriate accommodation for students with special

35

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

learning needs. The Case Manager provided a possible list of the participants, and theresearcher sent them an email with the consent form, inviting them to participate in the study.
Upon receiving their signed consent form, the researcher emailed the participants several
options for the in-depth interview dates through Zoom video conferencing. The interview forevery participant lasted from 30 min to 1 h. Participants with hearing impairments requested a
copy of the interview questions beforehand to understand the questions well and provide
concrete answers. Their mothers also joined during the interview to assist their children. During
the interview, the Zoom live transcript was also enabled to help the participants with hearing
impairments understand the questions clearly. The researcher also provided adequate time forother participants to think before sharing their responses. When the participants had difficulty
understanding some terms, the researcher used simpler words to help them respond to thequestions. The interviews were recorded with the participant’s consent, and the responses weretranscribed. The transcription was verified by checking them against the data and seeking theparticipants’ feedback to ensure the findings were accurate and represented their experiences.
Data Analysis
The data collected through in-depth interviews were transcribed, reviewed for accuracy andcompleteness, and coded and categorized. The researcher manually did this process to identify
the themes and patterns of the data. The result of the thematic analysis was interpreted in lightof the research questions to extract meaningful insights that allowed a more profoundunderstanding of the participants’ experiences and perspectives. Aside from the interview data,
the researcher used the existing literature on hybrid learning environments to triangulate thedata to increase the credibility of the findings and ensure a comprehensive understanding of
the subject matter.
Findings and Discussion
The themes that emerged from the data include efficient learning, safe feeling, a sense of
belonging, and expectation setting. The researcher used P1, P2, or P3 to specify the participants
to maintain the participants’ privacy. The schematic diagram for this study’s findings is shownin Figure 1.

36

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Figure 1
Schematic Diagram of Hybrid Learning Experiences of College Students with Special
Education Needs

Note: Themes for College students with special education needs’ hybrid learning experiences

Perception and Experiences of Hybrid Learning Environments
The participants perceive and experience hybrid learning as a modality with benefits andchallenges. Efficient learning and safe feeling were the themes that surfaced for the benefits,sense of belonging, and expectation setting for the challenges. These themes encapsulated how
the desired learning outcomes in hybrid learning environments will be achieved.
Efficient LearningThis theme highlights flexibility and independence, essential tools for the participants’practical learning. They experience flexibility in learning through different learning materials
like audio, video, and text. For the participants, hybrid learning is fun, easy, and convenient.
For instance, one participant (P2) with arthrogryposis, a descriptive term that describes anindividual with congenital contractures of three or greater joints (Levine & Van Heest, 2021),
said, “I can type whenever I want. I can submit my requirements on time and pass myassignment using Google Slides or video, which I love to do. It is hassle-free!” P1, who has
profound hearing loss, was convinced that hybrid learning is exciting. He said, “I love it when
I am with my classmates in the lab.”Moreover, P3, who has Asperger syndrome, conveyed, “The learning materials are accessible
so long as I have an internet connection. I can use shortcuts to learn easily, so most of the time,learning is enjoyable.” Therefore, utilizing technology in hybrid learning platforms, mobile
apps, and other digital resources can make learning more advantageous for students withspecial learning needs.
Likewise, P4, who has Autism Spectrum Syndrome, expressed his affirmation of hybrid
learning, especially in the online class. He said, “Since it is online, it is easier to finish tasks; I

37

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

do not need to submit hard copies, but digital essays work easily.” Another participant (P7)with hearing impairment said, “I can study efficiently in front of my computer, in an airconditioned room without traveling, even without my mother assisting me.”
Aside from flexibility, participants also experience greater independence in hybrid and efficientlearning. They take ownership of their learning process and are self-directed in their studies.
As a result, they feel assured and in control of their learning. Like P6, who has epilepsy andexperiences anxiety and depression, said,“I like it when teachers have prepared video recordings, and I can always visit therecording if I do not understand the discussion with the teacher. The recordings help
me a lot because the teacher records the lesson alone, with no disturbances, so she isfocused on her lecture, which also helps me focus on her discussion. With this, I learn
better”.
Allowing the students to make decisions and have choices in their learning can foster theirautonomy and self-motivation. Hence, they take responsibility for their learning in the hybrid
learning environment. In addition, the hybrid learning approach could offer an array ofopportunities for the student’s time and space constraints (Tyagi et al., 2021) and is effectivewith students with special education needs.
Safe FeelingThis theme emphasizes accommodations and accessibility, crucial for the participants’ wellbeing and learning success, and are manifested when they feel comfortable and included in thelearning environment. For example, one participant (P7) with hearing impairment was gratefulfor how her needs were accommodated. She said,“I am thankful for my case manager, who informs my professors about my condition.
He always asks me about my needs or if I have difficulty in my courses. Because of his
assistance, my teachers are informed about my condition, so whether online or face-toface, I am not afraid in class.”
Moreover, P7 was also pleased with how her school is true to its inclusion policy. “I am somuch satisfied with the school accommodation policy. Before I enrolled here, I consideredother schools, and I think this school is the best, so our money is not wasted because this schoolaccommodates my needs.” She concluded.
All participants feared commuting to school because of their disabilities. Instead, they believe
their home is the safest place to engage in class or do schoolwork. For P2 with arthrogryposis,
he said, “My wheelchair is still new; I am still practicing using it, and I have difficultycommuting because of my condition, so I am comfortable in my room to attend my classes.”
Another participant (P5) with attention deficit disorder said, “I am scarred socializing withothers, so I do not talk.” Finally, P6 has epilepsy, and she expressed, “The commute to school38

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

is a significant factor in my learning because of my disability. Although I am taking mymedicine, I still worry about my seizures or drop-downs. Also, the traffic is terrible!”
Therefore, a home is a safe place for the participants to be productive because of theirconditions. In addition, their parents, siblings, or helpers are there to assist them with theirneeds. Thus, with hybrid learning, online classes work well for them.
Regarding accessibility, the participants claimed they easily navigate the learning materials in
hybrid learning through the learning management system, allowing them to manage theirdisabilities better. “BigSky is easy to maneuver,” one participant said, referring to the school’s
official learning management system. Furthermore, disclosing their disability to theirprofessors gave them a feeling of security that they would be given more time to access andaccomplish their tasks and be more understanding of their needs.
Students with special education need to succeed academically and personally. They must feelsafe and secure. Creating a welcoming learning environment for them might promote theirgeneral well-being. By working together in a secure environment, the hybrid learning approachaids students in learning (Trela & Rutschmann, 2022).
Adaptation and Coping Strategies in Hybrid Learning
Sense of Belonging
This theme focuses on the participant’s social interaction, a challenge for the students withspecial needs to adapt and cope in the hybrid learning environment. For example, for P1 andP7 with profound hearing loss, engaging in class online and in person with professors andclassmates wearing masks is very tough. “I have difficulty responding to our conversations
with my classmates in the lab because I do not see their lips, “P1 asserted. Similarly, P7
explained,“When I am scheduled for face-to-face, it is difficult to understand my classmates andprofessors because they wear their masks. So, I ask my seatmate to explain what our
professor has said. Sometimes, I feel too shy to disturb my classmates. It would beeasier to understand the lessons if I see their lips.”
Lip reading determines a person’s words by watching lip movements without hearing the sound(Sooraj et al., 2020). It also recognizes speech information based on the change in lip
movement, called visual speech recognition (Wang et al., 2022). In short, this method
determines the speech by looking at the lips’ movement. For deaf or people with hearing
impairment, lip reading is crucial for understanding challenging conditions. However, when
their community is not aware of the importance of lip reading, they feel isolated. This isolation
may be caused by several factors, such as limited opportunities for interaction online or inperson or difficulty navigating technology or accessing lesson materials. For example, P7
receives a brief comment from her groupmate while discussing their group project. She
declared, “Sorry, but I cannot understand what you are saying!” P7 felt this was rude and39

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

insensitive, and she never talked again in the group. P7 was born deaf and was diagnosed when
she was 1½ years old. She had her cochlear implants when she was six years old, never learned
signed language, but had speech therapy.
Using assistive technology has a great benefit for students who have profound hearing loss.
Unfortunately, some teachers are not trained to use the tools to engage their students withspecial needs. P1, who has a profound hearing loss, thanked her theology professor, who used
the Zoom live transcription to show closed captioning during the online session. With this, henever had problems engaging in class discussions and group activities. Thus, he wished that allteachers with hearing impairments use this tool to include all their students in the online class.
Developing relationships is also daunting for students with Autism Spectrum Syndrome (ASD)
in the hybrid learning environment. For P4, diagnosed with ASD and has anxiety anddepression, he finds online and in-person learning complicated because of difficultycommunicating with peers and professors. He claimed, “It is tough to communicate in hybrid
learning because others are at home and you are in the classroom. I do not want to work in agroup. It creates division in class; there is no connection or bonding.” One of the difficulties
linked with Autism Spectrum Disorder relates to adaptation to new situations and anxious
depressive symptoms because of excessive environmental requirements (Lugo-Marín et al.,2021). As a result, P4 asserted,“I do not have friends in class because of the rotation of classes from face-to-face toonline. It is hard to make friends with others. Everything is so rigid. So, I do not havesignificant experience in hybrid learning; it is mostly frustrating! Moreover, we do notopen our cameras, so it is difficult to put the face to the name and feel distant.’’
Students with special learning needs may feel left out of the classroom and have problems
building relationships with peers and professors. Therefore, creating opportunities for social
interactions is imperative to mitigate this challenge and promote community, improving thestudent’s educational experience and well-being.
Expectation SettingThis theme underscores communicating the learning outcomes to succeed in the hybrid
learning modality. Despite the conditions of the participants, they have set their goals andexpectations to ensure adequate academic performance. They believe clear and consistentcommunication with their teacher and case managers is crucial in working towards an inclusive
learning environment. Unfortunately, there were instances when they felt frustrated andundermined because of their disabilities. As one participant (P4) with autism claimed,“I contacted my adviser because of immediate concern, but receiving her response took
a long time, which triggered my anxiety. She is probably busy, but two days of no reply
is too much for me. So I still email her hoping she will respond.”

40

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

The unpredictable and intolerable behavior of others is one of the things that cause high anxiety
levels in people with autism (Costley et al., 2021). It makes it challenging to achieve learning
goals in a traditional setting. Therefore, it is ideal for all instructors to thoroughly understandtheir children’s backgrounds to provide prompt, appropriate interventions if needed.
Another participant (P3) also shared his frustration. He commented, “There is no clear direction
about using Photoshop in the laboratory. At first, they said it was part of the tuition fee, butthere was no warning that it was not in the lab.” Likewise, P5 asserted her disappointment withsome of her teachers, saying,“I hope teachers’ timing for their announcements or emails should not be beyond school
hours. For example, sometimes teachers would announce that we have online classes
at dawn, and we would be surprised that we have a meeting. Also, I hope teachers will
use the official learning management system to announce their messages and not
through Facebook or other unofficial platforms.”
One participant (P7) feels comfortable sharing her disability with her classmates and teachers,saying, “I share my disability with my classmates during breakout session so as not to pity me
but to understand me and also to all my professors.” However, two participants (P3 & P6)
expressed reservations about disclosing their conditions to their classmates and teachers
because of their expectations. They pointed out, respectively:“I do not want them to know I have special needs. I want the school to maintain the
anonymity of students with special learning needs because I do not want my classmates
to feel that there might be some biases for giving me extra time for the test or asking
for more time for deadlines” (P3).
“I do not like to tell my situation because of inconvenience to the teacher, and it is not
obvious that I have epilepsy. So, I only disclosed my condition to my case manager but
not to teachers because of their expectations” (P6).
When students’ expectations are unmet, the consequences can harm their educational
experience. Unfulfilled expectations can lead to disappointment, frustration, and lack ofmotivation. When they do not feel that their teachers are meeting their needs, they may become
disengaged and uninterested in the material being taught, leading to a decline in academic
performance. This can harm the student’s overall attitude toward school and learning.
Therefore, teachers must take the time to understand and meet the expectations of their students
to create a supportive and successful educational experience, especially for students withspecial education needs.
Achieving Desired Learning Outcomes in Hybrid Learning
In a hybrid learning environment, students with special needs may encounter
several difficulties that could impair their learning outcomes. However, students will perform41

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

better in their academic assignments with the assistance of their professors and peers. For an
engaged and active learning experience, in-person and online learners need support (Gambo &Shakir, 2022). Participants of this study expressed instances where they received support fromtheir teachers, who were aware of their conditions, which they disclosed at the start of theirclasses. “My teachers fully accommodated my needs because, from the start of classes, I had
already told them about my condition, so they always asked me about my needs,” P2 remarked.
Like P2, who has a physical disability, P6, who has epilepsy, also shared the same satisfaction:“My professors accommodated my learning well because I disclosed my condition with them
before classes started.” Another participant liked her professors when they asked her, “Do you
have any questions? Is there anything I can help you with?” P4 also shared her appreciation
with her teachers, who exerted effort to reach out. “I have conference meetings with myprofessors to discuss my needs and grades,” he said. By disclosing their diagnosed condition
with their teachers, they felt secure and assured of additional support and resources to help
them succeed.
Accessibility could be a problem in any hybrid learning course. However, participants in thisstudy were okay with using their smartphones to access the course contents. With theeffectiveness and efficiency of their learning management system, they effectively controlled
their learning tasks. A participant who has severe hearing loss made the following observation:“I have no problem with the learning materials, for they are accessible. Also, the LMS
is okay, and the video conferencing tool is. I like the video recordings of my teachers
because I can always review the lesson if I do not understand the class discussion.” (P7)
For students with disabilities to achieve the required learning outcomes, it is crucial to consider
their learning requirements. The student and teacher should establish a positive rapport throughongoing communication and cooperation to define how the learner might provide proof ofcompetency. Additionally, individualized learning might aid the learner in better understanding
the course instructors’ expectations. In general, implementing individualized instruction has abeneficial and constructive impact on student’s motivation and learning success (Rahimi et al.,2021). As one of the participants (P4) said, “I appreciate my teachers when they ask me about
my needs in class, especially when I am in an online class.” Similarly, P5 feels valued when
her professor, during in-person classes, provides positive feedback on her work: “I like it when
my professor appreciates my work and allows me to work independently.”
The role of teachers and peers in facilitating the learning process is essential for students’ wellbeing. One participant confirmed, “The most significant experience in my hybrid class is
meeting friendly teachers. I also meet lovely classmates during face-to-face classes.” Theparticipants also liked their group activities during face-to-face and breakout sessions when
they were online. “I enjoy breakout sessions for our activities and projects because I get to talkto my classmates,” P7 said. Similarly, P1 and P6 shared their satisfaction with conversing with
their peers during group tasks.

42

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Their teachers’ and peers’ strategies and support helped the students with special educationneeds achieve their desired learning outcomes. Furthermore, the collaboration andunderstanding between teachers, peers, and students with special learning needs break down
barriers and foster a culture of inclusion. This way, the support provided can be instrumental
in achieving the desired learning outcomes in a hybrid learning environment.
Conclusion
This study on hybrid learning experiences of college students with special education needs
highlighted the importance of recognizing their unique needs for better environments andlearning outcomes. Participants experienced a safe feeling and efficient learning as benefits ofhybrid learning, specifically at home, where they have greater flexibility in understanding andaccessing course content and resources. In addition, they can submit their tasks and collaborate
with their peers through access and familiarity with digital tools, elevating their learning
experience from the comfort of their homes. Finally, through hybrid learning, participants can
reduce the cost of transportation and have better time management, allowing them to balance
their academic and personal responsibilities.
However, college students with special education needs also experienced challenges infostering a sense of belonging and clear expectation setting in hybrid learning. For example,
the lack of in-person and limited opportunities for face-to-face communication can make itchallenging for them to build meaningful connections with their peers and teachers, resulting
in isolation and frustration. Further, the lack of clear structure in the student information
guidelines, shifting expectations, and inconsistent routines can exacerbate their learning
difficulties, making it more complicated for them to achieve the desired learning outcomes.
Nevertheless, despite the challenges they experienced in their hybrid learning, their teachers’
and peers’ support helped them achieve their learning outcomes. With the helping hands ofteachers and learners, students with special education needs can overcome obstacles and reach
their potential, proving that education success is within reach when we come together as asupportive community.
Implications for Educators
Recognizing learners with special education needs in a hybrid learning environment is crucial
for fostering inclusivity and achieving the desired learning outcomes. Educators must prioritize
a sense of belonging to counter the learner’s isolation. Additionally, the intricacies of
expectation setting should never be undermined because acknowledging students’ voices will
empower them to engage and excel, contributing to a more collaborative and nurturing learning
environment. Clear and consistent guidelines can ease students’ navigation in hybrid learning,enabling them to focus on their studies and achieve their academic goals confidently andefficiently.

43

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Moreover, embracing a culture of acceptance of diversity in learning enriches all students’
understanding of the learning experience, resulting in safe and efficient learning. In this way,
educators become instrumental in shaping an environment where every learner can thrive
academically and personally.
Recommendations for Future Research
To provide a more thorough knowledge of the difficulties and advantages of hybrid learning
settings, the researcher recommends a future study that includes a more significant sample ofcollege students with special education needs from various higher education institutions.
Moreover, the best practices for helping students with special education needs can be identified
and implemented by conducting additional research on successful teaching techniques,
inclusive and supportive learning environments, and personalized support. Treating students
with special education needs by teachers in higher education institutions is crucial for future
research. Therefore, additional research will help provide invaluable information about
students’ struggles and perspectives and ensure a welcoming and equal learning experience forall students in hybrid learning environments. This will help develop the best training programsand ensure teachers have the skills and knowledge necessary to support students withdisabilities effectively.

Acknowledgment
The author is deeply grateful to De La Salle-College of Saint Benilde, School ofMultidisciplinary Studies, Dr Basilia E. Blay, Dr Alma S. Epartinez, Dr Marissa R. Fearnley,
Ms Karl O. Salvador, Ms Marilyn P. Pescasio, Ms Camille C. Malioga and the Center for
Inclusive Education of DLS-CSB.

44

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

References
Alvarado-Alcantar, R., Keeley, R., & Sherrow, B. (2018). Accessibility and usability ofpreferences in blended learning for students with and without disabilities in highschool. Journal of Online Learning Research, 4(2), 173–198.
Bayat, B., Babalhavaeji, F., Hariri, N., & Isfandyari-Moghaddam, A. (2019). A groundedtheory approach to identifying the influencing Factors and indicators of infopreneurshipin Iran. Library and Information Science Research, 9(1), 27–45.
Bøjer, B. H., & Brøns, M. G. (2022). How co-design can contribute to the ongoingdevelopment of hybrid learning spaces by empowering the users. In Hybrid Learning
Spaces (pp. 45–60). Springer, Cham. https://doi.org/10.1007/978-3-030-88520-5_4
Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across physical andvirtual worlds: Factors supporting and constraining learners in a blended reality
environment. British Journal of Educational Technology, 48(2), 407–430.
https://doi.org/10.1111/bjet.12435
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research inpsychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Butz, N. T., Stupnisky, R. H., Pekrun, R., Jensen, J. L., & Harsell, D. M. (2016). The impact ofemotions on student achievement in synchronous hybrid business and public
administration programs: A longitudinal test of the control‐value theory. Decision
Sciences Journal of Innovative Education, 14(4), 441–474.
https://doi.org/10.1111/dsji.12110
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online
learning environments: Strategies for remote learning. Information and Learning
Sciences, 121(5/6): 321–329. https://doi.org/10.1108/ILS-04-2020-0114
Costley, D., Emerson, A., Ropar, D., & Sheppard, E. (2021). The Anxiety Caused bySecondary Schools for Autistic Adolescents: In Their Own Words. Education
Sciences, 11(11), 726. https://doi.org/10.3390/educsci11110726
Cunningham, U. (2014). Teaching the disembodied: Othering and activity systems in a blended
synchronous learning situation. International Review of Research in Open andDistributed Learning, 15(6), 33–51. https://doi.org/10.19173/irrodl.v15i6.1793
Daniels, L. M., & Stupnisky, R. H. (2012). Not that different in theory: Discussing the controlvalue theory of emotions in online learning environments. The Internet and Higher
Education, 15(3), 222–226. https://doi.org/10.1016/j.iheduc.2012.04.002
Dietz, E. (2022). Hybrid Learning and Standards-Based Grading: Fostering Writing Instruction
During a Pandemic.
Dizon, E. et al. (2013). Children with Special Learning Needs. Quezon City: Department ofSocial Welfare and Development and Special Education Area.
Francescucci, A., & Foster, M. K. (2014). Virtual Interactive Real-Time Instructor-Led(VIRI) Learning: the Case of Synchronous Blended Learning in Introductory
Undergraduate Course. Journal of Higher Education Theory & Practice, 14(2).
Gambo, Y., & Shakir, M. Z. (2022). Evaluating students’ experiences in the self-regulated
smart learning environment. Education and Information Technologies, 1–34.
https://doi.org/10.1007/s10639-022-11126-0

45

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative
potential in higher education. The Internet and Higher Education, 7(2), 95–105.
https://doi.org/10.1016/j.iheduc.2004.02.001
Gnaur, D., Hindhede, A. L., & Andersen, V. H. (2020, October). Towards hybrid learning inhigher education in the wake of the COVID-19 crisis. At European Conference on eLearning (pp. 205–XV). Academic Conferences International Limited.
Gomez, G & Oael, I. (2013). Nature and Characteristics of Children with Special Needs. In
Dizon et al.(Eds.), A Special Education Guidebook for Service Providers of Children
With Special Needs (pp. 13–35). Quezon City: Department of Social Welfare andDevelopment and Special Education Area.
Graham, C. R. (2006). Blended learning systems. The Handbook of blended learning: Global
perspectives, local designs, 1, 3–21.
Gutiérrez-Braojos, C., Montejo-Gamez, J., Marin-Jimenez, A., & Campaña, J. (2019). Hybrid
learning environment: Collaborative or competitive learning?. Virtual Reality, 23(4),411–423. https://doi.org/10.1007/s10055-018-0358-z
Hediansah, D., & Surjono, H. D. (2020). Hybrid learning development to improve teacher
learning management. JKTP: Jurnal Kajian Teknologi Pendidikan, 3(1), 1–9.
https://doi.org/10.17977/um038v3i12019p001
Holloway, I., & Todres, L. (2003). The status of the method: flexibility, consistency, andcoherence. Qualitative Research, 3(3), 345–357.
https://doi.org/10.1177/1468794103033004
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4),51–55.
Huggett, C. (2022). The Facilitator’s Guide to Immersive, Blended, and Hybrid Learning.
American Society for Training and Development.
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting
learners’ self-regulated learning in Massive Open Online Courses. Computers &Education, 146, 103771. https://doi.org/10.1016/j.compedu.2019.103771
Levine, E., & Van Heest, A. E. (2021). Arthrogryposis. In Congenital Anomalies of theUpper Extremity (pp. 407–419). Springer, Cham. https://doi.org/10.1007/978-3-03064159-7_24
Li, Q., Li, Z., & Han, J. (2021). A hybrid learning pedagogy for surmounting the challengesof the COVID-19 pandemic in performing arts education. Education and Information
Technologies, 26(6), 7635–7655. https://doi.org/10.1007/s10639-021-10612-1
Little, P., & Jones, B. (2020). A Comparison of Student Performance in Face-to-Face Classes
versus Online Classes versus Hybrid Classes Using Open Educational
Resources. Journal of Instructional Pedagogies, 24.
Liu, H., Spector, J. M., & Ikle, M. (2018). Computer technologies for model‐based
collaborative learning: A research‐based approach with initial findings. Computer
Applications in Engineering Education, 26(5), 1383–1392.
https://doi.org/10.1002/cae.22049

46

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Lugo-Marín, J., Gisbert-Gustemps, L., Setien-Ramos, I., Español-Martín, G., IbañezJimenez, P., Forner-Puntonet, M., & Ramos-Quiroga, J. A. (2021). COVID-19
pandemic affects people with Autism Spectrum Disorder and their caregivers:
Evaluation of social distancing and lockdown impact on mental health and general
status. Research in autism spectrum disorders, 83, 101757.
https://doi.org/10.1016/j.rasd.2021.101757
McLeod, J. (2011). Qualitative research in counseling and psychotherapy. Sage.
Olt, P. A. (2018). Virtually there: Distant freshmen blended in classes through synchronous
online education. Innovative Higher Education, 43(5), 381–395.
https://doi.org/10.1007/s10755-018-9437-z
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on
synchronous hybrid learning: gaps identified. Learning Environments
Research, 23(3), 269–290. https://doi.org/10.1007/s10984-019-09303-z
Rahimi, M., Beyzavi, G., & Saffari, F. (2021). Effects of Personalized Reading
SoftwareProgram on the Development of Language Learners’ Reading
Comprehension. Quarterly of Iranian Distance Education Journal, 3(1), 9–22.
Rivera, J. H. (2017). The blended learning environment: A viable alternative for special
needs students. Journal of Education and Training Studies, 5(2), 79–84.
https://doi.org/10.11114/jets.v5i2.2125
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A
systematic literature review of definitions of online learning (1988-2018). American
Journal of Distance Education, 33(4), 289–306.
https://doi.org/10.1080/08923647.2019.1663082
Smith, J., & Schreder, K. (2020). Are they paying attention, or are they shoe-shopping?
Evidence from online learning. International Journal of Multidisciplinary
Perspectives in Higher Education, 5(1), 200–209.
https://doi.org/10.32674/jimphe.v5i1.2643
Sooraj, V., Hardhik, M., Murthy, N. S., Sandesh, C., & Shashidhar, R. (2020). Lip-reading
techniques: a review. International Journal Of Scientific & Technology
Research, 9(02).
Trela, M., & Rutschmann, S. (2022). Interactive mind map–creating bonds among newlearners. 100 Ideas for Active Learning.
Turner III, D. W. (2010). Qualitative interview design: A practical guide for novice
investigators. The qualitative report, 15(3), 754.
Tyagi, M., Singh, K., Goel, N., & Sharma, R. (2021). Hybrid perspectives in higher
education. Cosmos: An International Journal of Art & Higher Education, 10(2), 36–38.
Umiyati, M. (2022). Hybrid Learning Model In Learning English (Effectiveness &Advantages). International Linguistics and TESOL, 1(1), 5–9.
Wang, H., Pu, G., & Chen, T. (2022). A Lip Reading Method Based on 3D Convolutional
Vision Transformer. IEEE Access, 10, 77205-77212.
https://doi.org/10.1109/ACCESS.2022.3193231
Watson, J., & Murin, A. (2014). History of K-12 online and blended instruction in the UnitedStates. In Handbook of Research on K-12 Online and Blended Learning (pp. 1–23).

47

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Zhang, Y., Rebrina, F., Sabirova, F., & Afanaseva, J. (2020). Blended Learning
Environments in Inclusive Education at the University. International Journal of
Emerging Technologies in Learning (IJET), 15(21), 145–161.
https://doi.org/10.3991/ijet.v15i21.16013
Zavaraki, E. Z., & Schneider, D. (2019). Blended Learning Approach for Students with
Special Educational Needs: A Systematic Review. Journal of Education & Social
Policy, 6(3), 75–86. https://doi.org/10.30845/jesp.v6n3p12
Corresponding author: Jennifer B. Fabula
Email: jennifer.fabula@benilde.edu.ph48

IAFOR Journal of Education: Studies in Education

Volume 11 – Issue 3 – 2023

Appendix A
Interview Questions:
1. Tell me about yourself, including your special education needs.
2. What do you understand about hybrid learning?
3. Describe your experiences in the hybrid learning environment.
4. What pedagogical design of hybrid learning is the most effective?
5. How accessible are learning materials, the learning management system, and the videoconferencing tools used in class?
6. What are the barriers to hybrid learning that you have encountered?
7. What is your most significant experience with the hybrid learning modality?
8. How are your learning needs accommodated?
9. Are there policies in school about accommodation, accessibility, curriculum, or
instruction that you want to improve? Identify.
10. What is your vision for hybrid learning?

49