INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Master of Education Students’ Perceptions of Face-To-Face, Online,  
and Hybrid Instructional Approaches  
Kanapathippillai Ketheeswaran, Thevarasa Mukunthan  
The Open University of Sri Lanka Nawala, Nugegoda, Sri Lanka  
DOI: https://doi.org/10.47772/IJRISS.2025.91100500  
Received: 06 December 2025; Accepted: 11 December 2025; Published: 20 December 2025  
ABSTRACT  
This study was conducted to investigate how MEd students perceive face-to-face, online, and hybrid modes of  
teaching and the extent to which these modalities support or hinder their learning within the specific context of  
Eastern University, Sri Lanka. a quantitative approach and utilized a survey design. 60 students were selected as  
the sample using an accidental sampling technique. A questionnaire was used to collect data from the  
participants. Descriptive statistical techniques were used to analyse the data, and SPSS software was used to  
generate numerical outputs, tables, figures, and percentages for interpretation. Consent was obtained from every  
participant, and the data were permanently destroyed at the end of the study. The study revealed that the majority  
of students prefer the on-site mode of delivery, and the majority of them were positive about the hybrid mode of  
delivery. Background of the students, such as gender, civil status, and family responsibility, influences their  
attitudes. However, a minority of students prefer the online mode of delivery, and it is influenced by distance  
from their hometown and the university. This study recommends considering the background information of  
every student when planning the mode of delivery of the programme, and adopting the hybrid mode of delivery  
based on situational awareness. Meanwhile, connection issues, technical tool-related issues, and enhancement-  
related issues need to be addressed during the online mode of delivery.  
Keywords: Perception, Face-to-Face, Online, Hybrid  
INTRODUCTION  
A postgraduate programmme is highly significant for educational professionals, offering substantial benefits in  
career advancement, deepening expertise, increasing earning potential, and fostering personal development. A  
Master of Education (MEd) programme gives you in-depth knowledge and insight into the education system and  
how it works. It equips you with the tools and learning you need to effect change in the classroom and at the  
administrative level (Tsimtsiou et al, 2010).  
In this background over the past several decades, the MEd has emerged as a highly sought-after qualification  
among teachers in Sri Lanka. Entry into the MEd programme typically requires a Bachelor of Education or a  
Postgraduate Diploma in Education (PGDE), along with other recognized credentials. Upon completion, many  
teachers become eligible for career advancement and promotions within the school system.  
Several state universities across the island have offered the MEd programme for the last forty years; due to  
sustained high demand, these institutions often apply selection tests and interviews to screen applicants. The  
Eastern University, Sri Lanka (EUSL), through its Department of Education and Childcare under the Faculty of  
Arts & Culture, has provided the MEd programme for more than two decades in the medium of Tamil. It is the  
SLQF Level - 9 programme. Master's by coursework. It is a one-year postgraduate programme comprising two  
semesters and nine taught courses, including English and Information Technology, in addition, a research thesis  
component. With the establishment of a dedicated Faculty of Graduate Studies in 2024, responsibility for the  
MEd programme at EUSL was formally transferred to this new faculty.  
Due to the shortage of permanent academic staff in the Department of Education and Childcare—primarily  
resulting from recent retirements—the Eastern University, Sri Lanka (EUSL), frequently relies on visiting  
Page 6359  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
lecturers from other state universities, including the Open University of Sri Lanka, the University of Colombo,  
and the University of Jaffna. In addition, a few retired academics from EUSL and a small number of internal  
academic staff also contribute to the teaching activities.These academics provide instruction, while students  
come from various parts of the island, with many lectures scheduled on weekends to accommodate working  
teachers.  
Prior to the COVID-19 pandemic, the MEd programme was delivered entirely on-site. During the pandemic,  
instruction shifted to an online format using platforms such as Zoom; in the post-COVID-19 era, EUSL adopted  
a hybrid model combining online and in-person sessions. This shift has also been influenced by the broader  
economic crisis in Sri Lanka, which increased transportation costs and made commuting difficult for many  
students.  
BACKGROUND OF STUDY  
A substantial proportion of students enrolled in the MEd programme at EUSL reside outside the Batticaloa  
District, including areas such as Colombo, Kandy, Hatton, and Badulla. These students are required to travel  
more than 10–12 hours to attend face-to-face sessions. As Friday is a working day for teachers, many students  
begin their journey on Friday night, often by bus. For those coming from towns without direct transport routes,  
multiple bus transfers are required, further increasing travel-related fatigue. Consequently, students frequently  
arrive at the university exhausted and, in some cases, are observed to be drowsy during lectures, resulting in  
reduced concentration and engagement.  
In addition to travel fatigue, these students incur high financial and social costs. They must stay overnight in  
Batticaloa on Saturday and bear expenses related to accommodation and meals. After completing lectures on  
Sunday, they travel back to their home districts despite the subsequent working day, causing physical strain.  
Moreover, they remain away from their families, including young children, for two full days and three nights—  
an added emotional and social burden.  
Students residing within the Batticaloa District also experience challenges in attending face-to-face sessions.  
Although their travel time is comparatively shorter, they still spend considerable time commuting from various  
parts of the district and remain away from their families for approximately seven hours each day of the sessions.  
Online sessions, introduced as an alternative mode of delivery, also present several limitations. A considerable  
number of students experience poor network connectivity, which disrupts their active participation. Additionally,  
students often face interruptions from family members, including children, as well as unexpected visitors at  
home. Such circumstances create significant challenges for students when attending online classes. Lecturers  
face difficulties in monitoring students’ facial expressions and non-verbal cues, making it challenging to assess  
comprehension. Furthermore, some lecturers lack adequate confidence in using online teaching applications.  
Collaborative activities such as group work and presentations are also perceived as less effective in the online  
environment.  
Statement of the Problem  
Despite the availability of both face-to-face and online modes of delivery in the MEd programme, students  
continue to encounter significant academic, logistical, financial, and pedagogical challenges. However, limited  
empirical evidence exists on how these challenges influence postgraduate students’ learning experiences and  
their perceptions of different instructional modes. Therefore, the research problem is to investigate how MEd  
students perceive face-to-face, online, and hybrid modes of teaching and the extent to which these modalities  
support or hinder their learning within the specific context of Eastern University, Sri Lanka.  
Therefore, the problem addressed by this study is the lack of evidence on postgraduate students’ perceptions of  
different instructional modes in the MEd programme, and how these modalities support or hinder their learning  
in the post–COVID-19 era context.  
Page 6360  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
REVIEW OF LITERATURE  
Online Programmes  
Online MEd programmes practice various delivery methods, often blended (online + in-person) or fully online,  
featuring weekend live sessions, asynchronous content (videos, readings), interactive platforms (forums, group  
projects), and sometimes on-campus exams for local students, offering flexibility for working educators through  
digital tools and diverse learning activities like case studies and digital portfolios (Klepikova et al, 2021).  
However, the mode of delivery may influence the differences in motivation to choose a course, as well as  
perceptions of its overall advantages and disadvantages. It can affect general levels of student satisfaction, which  
might be attributed to the mode of delivery of the course (Johnston & Challis, 1994). Moreover, Sava et al (2010)  
found that, in spite of being very favorable to the online offer, they were more content with face-to-face delivery,  
suggesting that, like this, they met professors from abroad, a highly appreciated opportunity. These findings  
highlight students' perceptions of online delivery mode and its impact on them.  
Moreover, there are challenges in the fully online delivery, such as, inherent to online learning that must be  
addressed to optimize student-centered learning. These issues relate to: clarity of communication; difficulties in  
negotiating teamwork and in building relationships; technical demands; learning style preferences; and time  
commitment (Dyrbye et al, 2010). Meanwhile, student examination results were also compared between the two  
groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-  
based teaching for both students and staff. Educational outcomes were similar for both groups (de Jong, 2013),  
which shows that both online and onsite deliveries have the same impact on the outcome of the programme.  
Challenges in Onsite Delivery  
In a Master of Education (M.Ed) programme, the face-to-face mode of delivery refers to the traditional  
educational setting where students and instructors meet physically in a classroom at regularly scheduled  
times. This mode is also known as in-person or on-campus learning and is characterized by direct, real-time  
interaction without the physical separation of teacher and learner (Nage-Sibande & Morolong, 2020). However,  
there are more challenges in face-to-face delivery. Accordingly, it was found in face-to-face delivery that the  
human resources, instructional materials, and physical facilities were not adequate (Onduso, 2017). Moreover,  
the findings reveal that when compared with face-to-face, M-University’s e-learning facilities are adequate and  
accessible to users, and most teachers are comfortable with the utilization of various facilities during classes,  
compared to most public tertiary institutions (Eze et al, 2018). Therefore, an alternative mode of delivery should  
be practiced in the field of education.  
Hybrid Mode of Delivery  
A hybrid learning delivery mode combines online digital learning with traditional face-to-face classroom  
instruction, often simultaneously, allowing students flexibility to learn in-person or remotely using video  
conferencing and Learning Management Systems (LMS) for a comprehensive, personalized experience. It  
bridges online and in-person methods, enabling instructors to teach both physical and virtual students at the same  
time, requiring technology for video, audio, and digital content delivery to ensure engagement for everyone  
(Kenny et al, 2025).  
King Chan (2010) conducted a study that the initial application reported in this paper represents the first step in  
a longitudinal study investigating outcomes from the hybrid learning approach. A hybrid mode of suitability in  
influencing learner-centred practice, enhancing the learning and teaching experience, and assisting students to  
adapt to new learning situations is reported. Finally, the potential to develop the Model to provide teachers and  
learners with a simple, standards-based framework to traverse the continuum of learning design is discussed  
(Masson, 2008). In the hybrid mode performance of students in the hybrid class was no worse than the traditional  
class. Students were satisfied with online activities, but class evaluations were somewhat lower. The instructor  
found student learning benefits, but hybrid teaching was more time-consuming. The results suggest that planning  
educators should test and evaluate hybrid teaching for a wide range of planning courses (Willson, 2008). The  
findings ensure that, in the hybrid mode, students' performance improves and they are more satisfied.  
Page 6361  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Aim of the study  
To investigate how MEd students perceive face-to-face, online, and hybrid modes of teaching and the extent to  
which these modalities support or hinder their learning within the specific context of Eastern University, Sri  
Lanka.  
METHODOLOGY  
Researchers use the quantitative approach and survey design to collect and analyze numerical data, allowing  
them to identify patterns and generalize findings from a large sample to a broader population (Gul, 2023).  
Accordingly, the present study followed a quantitative approach and utilized a survey design.  
A total of 71 students were enrolled in the MEd programme at the EUSL, and 60 students were selected as the  
sample using an accidental sampling technique. A questionnaire was selected to collect data from a large number  
of participants. A questionnaire was selected to collect data collection. The questionnaire was validated with the  
support of experts in the field of education.  
The pilot study was conducted, and the Cronbach’s Alpha value obtained was 0.882. The questionnaire was  
administered in person. Descriptive statistical techniques were used to analyse the data, and SPSS software was  
used to generate numerical outputs, tables, figures, and percentages for interpretation.  
Consent was obtained from every participant, and the data were permanently destroyed at the end of the study.  
The limitation of the study was that out of the 71 selected participants, only 60 responded to the questionnaire.  
FINDINGS AND DISCUSSIONS  
The data analysis has two parts  
Part I: Personal Information  
Part II: The Master of Education programme-related data analysis  
Part I Personal Information  
According to Figure 1, the majority (53%) of students are female, and 47% of students are male. In the Sri  
Lankan educational profession frequency of females is higher than males, and it is like the sample population.  
Also, a previous finding similarly mentioned that women, on average, outnumber men and are more successful  
in higher education (Severiens & Ten Dam, 2012).  
Male  
Female  
47%  
53%  
Female  
Male  
Figure 1: Frequency of Gender  
The following Figure 2 describes the civil status of the students, according to the analysis majority (92%) of  
students are married, and 8% of students are unmarried. Generally, most of the postgraduate students are married  
Page 6362  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
in the Sri Lankan context, and this may also influence the enhancement of academic activities. Findings of some  
studies explore the same experiences of married students. The results revealed that stress, financial stress, and  
social support are the greatest problems that married students experience (Yaacob, Vaez & Juhari, 2015).  
Moreover, Movahed et al (2019) found that married students encountered different types of experiences and  
faced numerous challenges during their studies. The experiences and challenges were related to children, health  
care, accommodation, climate, and food. As a result, ultimately, these challenges affected their academic  
performance. In addition, the themes on coping strategies were time management, family, and social support in  
Malaysia. A study revealed that the married students faced very critical challenges in higher education in  
Pakistan. Among these challenges, Academic Challenges, Social Challenges, Time Management challenges,  
Financial Challenges, and Health Challenges were found to be common in the married students at higher  
education in Pakistan (Tahira, 2023). These kinds of challenges may influence the academic performance of  
these students.  
Unmarried  
8%  
Married  
92%  
Figure 2: Civil Status of Participants  
The following bar chart illustrates the number of children in the families of the students. Accordingly, 18 (30%)  
students do not have children, 15 (25%) students have one child in their families, 19 (31.7%) students have two  
children in their families, seven (11.7%) students have three children in their families, and one (1.7%) student  
has four children in their families. The number of children can also influence the responsibilities of students in  
these families. a case study reported real-life events of married couples with children, the challenges they faced  
during the study, and academic performance at the university (Wa-Mbaleka et al, 2015). This study also has  
several students with children, and it may influence their academic performance.  
0
1
2
3
4
NUMBER OF CHILDREN  
Figure 3: Number of Children in Students’ Families  
The following diagram shows the partners’ jobs. Accordingly, 16 (26.7%) partners of the students have no job,  
13 (21.7%) of the students’ partners are teachers, six (10%) of the students’ partners are development officers,  
Page 6363  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
of the students’ partners are doing business, and less than one (3.3%) of the students’ partners are doing other  
jobs. It states that the majority of the students’ partners are unemployed or teachers, and it will be more helpful  
to continue their Master of Education programme. There are five unmarried students in the sample, which  
explains the high percentage of non-working respondents. Both institutionally and familiarly imposed constraints  
caused the wife to subordinate her career to that of her husband, as indicated in the division of responsibility for  
domestic activities, perceived relative values of careers, and satisfaction (Bryson et al, 1976). This finding also  
highlights the significance of life partners in higher education.  
PARTNER'S JOB  
Figure 4: Students’ Partners Jobs  
The following Figure 5 illustrates the age range of students. Accordingly, 21.7% of students are between 25 and  
30 Years old, 41.7% of students are between 31 and 35 Years old, 25% of students are between 36 and 40 Years  
old, 10% of students are between 41 and 45 Years old, and 1.7% of students are more than 45 years old. The  
analysis shows that the majority (63.4%) of students are less than 35 years old, and these practices will develop  
qualified teachers in the field of education. Similarly, Okafor (2017) has recommended that Individuals intending  
to invest in postgraduate education should be encouraged to do so at an earlier age to enable them to reap optimal  
benefits from their investments in education. It seems that, current study population’s age range is also  
appropriate for enrolling in a postgraduate programme.  
2 5 Y E A R S - 3 0  
Y E A R S  
3 1 Y E A R S - 3 5  
Y E A R S  
3 6 Y E A R S - 4 0  
Y E A R S  
4 1 Y E A R S - 4 5  
Y E A R S  
M O R E T H A N 4 5  
Y E A R S  
AGE RAGE  
Figure 5: Age Range of Students  
Page 6364  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
The following Figure 6 describes the age range of the students. Accordingly, the majority (58.3%) of students  
have experience in service from 6 years to 10 years, 16.7% of students have experience in service from 11 years  
to 15 years, 15% of students have experience in service from 1 year to 5 years, and 5% of students have  
experience in service for more than 16 years. Angell et al (2008) suggested that the “academic” and “industry  
links” aspects of service quality are the most critical to postgraduates. The sample of the study also contained  
students with service experiences.  
70  
60  
58.3  
50  
40  
30  
20  
16.7  
10  
0
15  
5
5
1 Year - 5 Years 6 Years- 10 Years  
11 Years- 15  
Years  
More than 16  
Years  
No Answer  
YEAR OF SERVICE  
Figure 6: Years of Experience in Services  
The following Figure 7 explains the distance from the university to the hometown. Accordingly, 15% of students  
are from more than 100 km away, and 11.7% of students are from 81 km to 100 km away. It influences the  
decision in preference for online classes, as Table 1 illustrates. The benefits of learning alongside students from  
other countries can be enhanced within an online learning environment through the appropriate use of discussion  
boards and other online learning strategies (Gemmell et al, 2015). Moreover, Harrison et al (2018) emphasized  
the need for ODL programmes to fully consider individual students’ contexts, regardless of where they are in the  
world, and for these to be embedded in a pedagogical framework that gives due consideration to globally diverse  
cohorts of students. The current study also has some students from long distances, and the online delivery mode  
will be a solution.  
DISTANCE  
Figure 7: Distance from the University to Hometown  
Page 6365  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Table 1: Distance Between Home and University and Preference of Mode Crosstabulation  
Distance  
Between  
Home  
and Preference of Mode  
Total  
University  
Onsite  
Online  
Hybrid  
No Answer  
81 km - 90 km  
2
0
2
4
0
5
0
1
2
0
0
0
6
1
9
90 km - 100 km  
More than 100 km  
The following pie chart illustrates the opinions of students enrolled in the Master of Education programme,  
delivered in a hybrid mode. Accordingly, 30% of students responded, ‘it was more beneficial, the majority’,  
(53%) responded ‘it was beneficial’, however, 5% of students responded, ‘it was less beneficial.’ It enlightens  
students who are willing to have on-site classes, even though practicing online delivery fully online. The positive  
perceptions about hybrid education are often linked to combining the benefits of face-to-face and online  
education. Students’ preferences for their future education highlight both face-to-face and hybrid education  
(Nikolopoulou, 2022). The findings of the current study are very similar to previous findings mentioned above.  
Very Good  
Good  
5%  
Neutral  
No Answer  
12%  
30%  
53%  
Figure 8: Opinion on the Hybrid Mode of Students  
The following figure shows the preference of students for different modes of delivery. Accordingly, the majority  
(56.7%) of students prefer the on-site mode, meanwhile, less than half (21.7%) of students who prefer the on-  
site mode of delivery are willing to have an online mode of delivery. 18.3% of students are willing to have a  
hybrid mode of delivery. It shows that students are willing to have an on-site mode of delivery rather than a fully  
online delivery. However, Ashida and Ishizaka (2022) found that students’ experiences of the sudden change to  
distance learning suggest that, to ensure a sustainable teaching and learning environment in various contexts,  
instructors should use class designs that consider distance learning, particularly designs that enhance students’  
help-seeking, even under normal circumstances. In addition, ensuring sufficient online/virtual spaces for  
communication among teachers and students is important. These findings contradict the findings of the current  
study, and it may depend on various factors.  
Page 6366  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
60  
50  
40  
30  
20  
10  
0
56.7  
21.7  
18.3  
3.3  
Onsite  
Online  
Hybird  
No Answer  
Perference of Mode  
Figure 9: Preference of Delivery Mode  
The following Figure 10 shows the challenges faced by students during online delivery. Accordingly, the  
majority of students responded that connectivity issues (66.7%), technical issues (81.7%), and no enhancement  
(60%). It describes the students’ challenges in relation to the online delivery mode. However, the majority of  
students (93.3%) mentioned that they do not have issues with time management in the online delivery mode.  
The review of literature identified that the affordability of digital devices and the availability of Internet services  
were the major challenges for low- and middle-income economies. The ZOOM platform has been adopted by  
more than 90% of the education systems (Pinto de Moura et al, 2010). This finding demonstrates that the same  
challenges are crucial in the current study as well.  
100  
90  
80  
70  
60  
50  
40  
30  
20  
10  
0
No  
Yes  
No  
Technical Tools  
Challenges  
Yes  
No  
Yes  
No  
Yes  
Connection Issue  
No Enhanement  
No Time  
Figure 10. Challenges in Online Delivery Mode  
The following Figure 11 shows the opinions of students on the on-site delivery. Accordingly, the majority of  
students have positive opinions about (76.7%), lecturers' advice (71.7%), interaction (80%), and direct activities  
(78.3%) in on-site delivery. It will be supportive to practice the full onsite practices in the future. However, the  
results from a study also indicated that face-to-face and online education are effective training for consumer  
sciences students, suggesting, however, that both systems should evolve to blended learning (Pinto de Moura et  
al, 2010). It will be balanced to the challenges faced fully online or fully onsite.  
Page 6367  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
90  
80  
70  
60  
50  
40  
30  
20  
10  
0
80  
78.3  
76.7  
71.7  
28.3  
23.3  
No  
21.7  
20  
Yes  
No  
Yes  
No  
Yes  
No  
Yes  
Direct Communication  
Lecturer Advice  
Interaction  
Direct Activities  
Figure 11: Students’ Opinion on Onsite Delivery  
The following Figure 12 explains suggestions for improving the hybrid delivery mode. Accordingly, the highest  
percentage (43.3%) of students suggested that the activity-based classes, 30% of students suggested that the  
teaching aid should be enhanced, and less than 10% of students suggested that conducting the short-term classes,  
providing recording, and ensuring internet connection. These suggestions may improve the hybrid delivery  
mode. Moreover, Bashir et al (2021) are embracing hybrid course delivery, which could offer a solution to  
ensuring students receive hands-on laboratory experience and face-to-face contact to remain motivated and  
benefit from the on-campus facilities and support, whilst allowing students some of the flexibility afforded by  
remote study. It seems the hybrid mode of delivery needs to be improved, even though students have challenges  
PROVIDE ZOOM RECORDING  
ENSURE INTERNET COLLECTION  
ACTIVITY BASED CLASSES  
10%  
6.60%  
43.30%  
ENHANCE THE TEACHING AIDS  
SHORT TIME CLASSES  
30%  
10%  
5%  
0%  
10% 15% 20% 25% 30% 35% 40% 45% 50%  
Percentage  
Figure 12: Suggestions to Improve the Hybrid Mode  
The following diagram explores the improvement of the Master of Education programme in the future.  
Accordingly, 35% of students suggested having fully on-site classes, 25% of students suggested having the  
updated curriculum, 16.6% of students suggested having a hybrid mode of delivery, and 11.6% interactive online  
classes. However, there are unique suggestions, such as (1.6%) developing a Learning Management System  
(LMS), and (1.6%) need study leave to follow the programme. Developing an LMS is a more vital part of the  
online course delivery mode.  
Page 6368  
www.rsisinternational.org  
NEED STUDY LEAVE  
1.60%  
HYBRID MODE  
DEVELOP LMS  
16.60%  
1.60%  
3.30%  
NO NEED CHANGES  
INTERACTIVE ONLINE CLASSES  
ACTIVITY BASED CLASSES  
UPDATE THE CURRICULUM  
SHORT TIME CLASSES  
11.60%  
6.60%  
25%  
1.60%  
FULLY ONSITE CLASSES  
35%  
35%  
0%  
5%  
10%  
15%  
20%  
Percentage  
25%  
30%  
40%  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
REFERENCES  
1. Angell, R. J., Heffernan, T. W., & Megicks, P. (2008). Service quality in postgraduate education. Quality  
assurance in education, 16(3), 236-254. https://doi.org/10.1108/09684880810886259  
2. Ashida, A., & Ishizaka, H. (2022). Effects of changing from on-site to online distance classes on graduate  
students’ help-seeking: Lessons for sustainable teaching and learning from the  
COVID-19  
pandemic. Asia Pacific Education Review, 23(4), 653-667. https://doi.org/10.1007/s12564-022-09783-  
4
3. Bashir, A., Bashir, S., Rana, K., Lambert, P., & Vernallis, A. (2021, August). Post-COVID-19 adaptations:  
the shifts towards online learning, hybrid course delivery, and the implications for biosciences courses in  
the higher education setting. In Frontiers in Education (Vol. 6, p. 711619). Frontiers Media SA.  
https://doi.org/10.3389/feduc.2021.711619  
4. Bryson, R. B., Bryson, J. B., Licht, M. H., & Licht, B. G. (1976). The professional pair: Husband and  
wife psychologists. American Psychologist, 31(1), 10–16. https://doi.org/10.1037/0003- 066X.31.1.10  
5. de Jong, N., Verstegen, D. M., Tan, F. E. S., & O’Connor, S. J. (2013). A comparison of classroom and  
online asynchronous problem-based learning for students undertaking statistics training as part of a  
Public Health Masters degree. Advances in Health Sciences Education, 18(2), 245-264.  
https://doi.org/10.1007/s10459-012-9368-x  
6. Dyrbye, L., Cumyn, A., Day, H., & Heflin, M. (2009). Aqualitative study of physicians’ experiences with  
online learning in a masters degree program: benefits, challenges, and proposed solutions. Medical  
teacher, 31(2), e40-e46.  
https://doi.org/10.1080/01421590802366129  
7. Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018). The utilisation of e-learning facilities in the  
educational delivery system of Nigeria: a study of M-University. International Journal of Educational  
Technology in Higher Education, 15(1), 1-20. https://doi.org/10.1186/s41239-018-  
0116-z  
8. Gemmell, I., Harrison, R., Clegg, J., & Reed, K. (2015). Internationalisation in online distance learning  
postgraduate education: A case study on student views on learning alongside students from other  
countries. Innovations  
https://doi.org/10.1080/14703297.2014.881264  
9. Gul, Y. E. (2023). A theoretical perspective on survey method from quantitative research  
methods. Universum: психология образование, (4 (106)), 64-68. DOI  
10.32743/UniPsy.2023.106.4.15254  
in  
Education  
and  
Teaching  
International, 52(2),  
137-147.  
и
-
10. Harrison, R. A., Harrison, A., Robinson, C., & Rawlings, B. (2018). The experience of international  
postgraduate students on a distance-learning programme. Distance Education, 39(4), 480-494.  
https://doi.org/10.1080/01587919.2018.1520038  
11. Johnston, R., & Challis, K. (1994). Modes of equal value: A comparative study of the same masters  
degree programme offered in two different modes of delivery. Journal of further and higher  
education, 18(2), 23-36.https://doi.org/10.1080/0309877940180204  
12. Kenny, N., Arshad, M. A., Biswas, S., Carter, J., Dyjur, P., Flanagan, K., ... & Usman, F. (2025). Shifts  
and Transformations in Canadian Postsecondary Teaching and Learning: Views from Teaching and  
Learning Centre Leaders. doi.org/10.11575/PRISM/49576.  
13. King Chan, E. S. (2010, August). Hybrid learning: Teaching quality learning at university.  
In International Conference on Hybrid Learning (pp. 465-476). Berlin, Heidelberg: Springer Berlin  
Heidelberg. https://doi.org/10.1007/978-3-642-14657-2_42.  
14. Klepikova, A., Kormakova, V., Eroshenkova, E., & Musaelian, E. (2021). Development of online  
master's  
degree course in education digitalization conditions: on BSU experience. In XXIII  
International Conference" Culture, Personality, Society in the Conditions of Digitalization:  
Methodology and  
158). Knowledge  
Experience of Empirical Research Conference".—Ekaterinburg, 2020 (pp. 146-  
E.  
15. Masson, A., MacNeill, A., Murphy, C., & Ross, V. (2008). The hybrid learning model-A framework for  
teaching and learning practice. International Journal of Emerging Technologies in Learning  
(iJET), 3(2008). Retrieved December 5, 2025  
from https://www.learntechlib.org/p/45165/.  
16. Movahed, N. R., Mokhtar, M., & Hassan, Z. (2019). Coping Strategies and Challenges among  
International Married Postgraduate Students in Universiti Teknologi Malaysia. Indian Journal of Public  
Health Research & Development, 10(9). DOI 10.5958/0976-5506.2019.02715.3  
Page 6370  
www.rsisinternational.org  
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
17. Nage-Sibande, B., & Morolong, B. L. (2020). A trend analysis of opportunities and challenges of open  
and distance learning provision in dual-mode institutions. Exploring dual and mixed mode provision of  
distance education, 27-42. DOI: 10.1080/01587919.2018.1457951  
18. Nikolopoulou, K. (2022). Face-to-face, online and hybrid education: University students’ opinions and  
preferences. Journal  
of  
Digital  
Educational  
Technology, 2(2),  
ep2206.https://doi.org/10.30935/jdet/12384  
19. Okafor, C. J. (2017). The relationship between course duration, age, cost, programme type, university  
type and economic benefit of postgraduate education. European Journal of Education Studies.  
https://doi.org/10.5281/zenodo.557123  
20. Onduso, M. G. (2017). Financial Challenges Related to the Implementation of MOE Fee Guidelines on  
Provision of Educational Resources in Public Secondary Schools in Kenyenya Sub-County, Kisii County,  
Kenya.  
21. Pinto de Moura, A., Miguel Cunha, L., Miranda Azeiteiro, U., Aires, L., Graça, P., & Vaz de Almeida,  
M. D. (2010). Food consumer science post‐graduate courses: comparison of face‐to‐ face versus  
https://doi.org/10.1186/s13643-023-  
http://localhost:8080/xmlui/handle/123456789/9841  
online delivery systems. British Food Journal, 112(5), 544-556.  
02359-2  
22. Pinto de Moura, A., Miguel Cunha, L., Miranda Azeiteiro, U., Aires, L., Graça, P., & Vaz de Almeida,  
M. D. (2010). Food consumer science post‐graduate courses: comparison of face‐to‐ face versus  
online delivery systems. British Food Journal, 112(5), 544-556. DOI 10.1108/00070701011043781  
23. Sava, S., Malita, L., & Nuissl, E. (2010). Quality of the online delivery in the European Master in Adult  
Education. Procedia-Social  
and  
Behavioral  
Sciences, 9,  
1687-1691.  
https://doi.org/10.1016/j.sbspro.2010.12.385  
24. Severiens, S., & Ten Dam, G. (2012). Leaving college: A gender comparison in male and female-  
dominated programs. Research in higher education, 53(4), 453-470. https://doi.org/10.1007/s11162-011-  
9237-0  
25. Tahira, S. S., Khan, E. A., & Arif, M. I. (2023). Problems and Challenges Faced by Married Students to  
Continue Their Studies at the University Level. Annals of Human and Social Sciences, 4(4), 405–411.  
https://doi.org/10.35484/ahss.2023(4-IV)39  
26. Tsimtsiou, Z., Sidhu, K., & Jones, R. (2010). The benefits and costs of a master's programme in primary  
health care: a cross-sectional postal survey. The British Journal of General Practice, 60(580),  
e434.doi: 10.3399/bjgp10X532576  
27. Wa-Mbaleka, S., Peña de Vargas, A. M., Varani Lisal, M., Paul, S., & Lipen, Z. (2015). Challenges  
international married couples face during their first year of graduate studies. International Journal of  
Research, 4(3), 35-48.DOI: 10.5861/ijrsp.2015.1140  
28. Willson, R. W. (2008). In-class—online hybrid methods of teaching planning theory: assessing impacts  
on discussion and learning. Journal of planning education and research, 28(2), 237-246.  
https://doi.org/10.1177/0739456X08324286  
29. Yaacob, S. N., Vaez, E., & Juhari, R. (2015). Addressing the problems faced by married international  
students. Journal of Educational, Health and Community Psychology, 4(1), 24770. ISSN: 2088- 3129  
Page 6371  
www.rsisinternational.org