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Redefining Education: Navigating the Blurred Lines Between Distance and Full-Time Learning in the Post-Pandemic Era
Abstract
The Covid-19 pandemic accelerated the adoption of hybrid education, blurring the once-distinct boundaries between distance and full-time learning. This convergence is not merely a temporary adjustment but signals a paradigmatic redefinition of education, with profound implications for pedagogy, technology, and equity. This study conducts a systematic literature review of 28 peer-reviewed studies published between 2012 and 2024, and analyses them thematically to identify dominant trends. Three themes emerge: pedagogical adaptation, emerging technologies, and digital equity. Findings reveal that pedagogical practices are being recalibrated around multimodality, modularity, and active learning, though persistent gaps in educator readiness constrain innovation. Emerging technologies, including artificial intelligence, gamification, blockchain, and wearable tools, extend opportunities for personalisation, engagement, and transparent assessment when embedded within sound pedagogical design. Equity remains the defining challenge, with infrastructural barriers, digital divides, and limited literacy restricting participation for marginalised groups. Interpreted through the Community of Inquiry framework, Moore’s Theory of Interaction, and the paradigms of Fluid and Liquid Learning, the evidence indicates that hybrid education constitutes a strategic redefinition of learning systems, requiring intentional design, sustained investment, and inclusive policies that integrate pedagogy, technology, and infrastructure to advance both equity and excellence in the post-pandemic era.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 9028
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2025-09
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Commonwealth of Learning (COL)