High Tech, Low Touch: The Interaction Paradox in Post-Pandemic Hybrid Pedagogy

• Muhammad Raja Zahran Fadillah

  Indonesia University of Education

  Author

• Chika Jasmine Paradisa

  Indonesia University of Education

  Author

The post-pandemic era cemented hybrid learning as a key curriculum innovation. While offering flexibility, its success in higher education hinges on effective digital pedagogy and student perception. This study addresses this by providing a comprehensive evaluation of student perceptions within an Educational Technology program, offering a holistic view of the current hybrid model's effectiveness. This research holistically analyzes perceptions of active students across all cohorts regarding digital pedagogy in the hybrid environment. It examines key dimensions (content delivery, interaction, collaboration, flexibility) to identify overarching challenges and advantages, ultimately providing evidence-based recommendations for curriculum innovation. This descriptive survey used a quantitative approach. The sample consisted of 88 active students from the Educational Technology Program. Data was collected via a validated questionnaire and analyzed using descriptive statistics (percentage) to map overall perceptual trends. The descriptive analysis reveals a critical pedagogical disconnect. Despite students perceiving ‘student readiness’ (81.8%) and ‘lecturer competence’ (80.7%) as the top factors supporting success, the single greatest obstacle identified was ‘lack of student interaction’ (83.0%). This was followed by technical barriers, with ‘internet quality’ (79.5%) also cited as a major hindrance. This suggests that while individual components (students, faculty) are strong, the current hybrid model struggles to facilitate the pedagogical-social connections essential for learning. Understanding this holistic student perspective is essential for refining digital pedagogy. The findings provide actionable insights for faculty and curriculum designers to create a hybrid environment that is not only flexible but also truly meaningful and supportive, contributing to sustainable curriculum transformation.

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