Between Virtuality and Face-to-Face Learning: Emotional Experiences of Students and Professors in a Hybrid Learning Model

Abstract

Hybrid education emerged as a necessary response for the gradual return to academic activities following the COVID-19 lockdown. At the Universidad Juárez Autónoma de Tabasco, this model remained in effect until the end of 2024, combining virtual and face-to-face subjects. This qualitative research aimed to understand the experiences and emotions of professors and students regarding the implementation of the hybrid model. Using an educational ethnography approach, the study included non-participant observations across two academic cycles in five Education Sciences groups, along with 20 structured interviews. The results were organized into three analytical axes: connectivity, location, and emotionality.  The findings identified challenges such as network instability, lack of adequate campus spaces, and the logistical strain of transitioning between virtual and in-person classes, which required additional costs and daily life adjustments. These conditions triggered ambivalent emotions, ranging from stress and frustration to relief and happiness upon reuniting. The study concludes that it is essential to consider the emotional impact on the university community to design support strategies that promote well-being and learning, ultimately strengthening future hybrid models to be sustainable, equitable, and person-centered.