Hybrid learning integrates traditional face-to-face instruction with online learning, aiming to enhance students' experiences across synchronous and asynchronous environments. By adapting Erliza and Septianingsih’s (2022) PST model (Pedagogical, Social, and Technical), this study explores students’ perceptions of hybrid learning at the Academy of Language Studies, UiTM Shah Alam (RO1), and investigates the influence of residency status on their experiences (RO2). A total of 140 students responded to a 30-item online questionnaire. The findings reveal that students generally hold positive perceptions of hybrid learning in pedagogical, social, and technical domains. Although resident students recorded slightly higher mean scores than non-resident students, these differences were not statistically significant. These results underscore that residency status was not a decisive factor, though contextual aspects such as access to campus facilities may still play a role. Overall, this study highlights the importance of continuously improving hybrid learning environments by leveraging positive student feedback, addressing technical challenges, and ensuring inclusivity across diverse living situations.
Anuar et al. (2025) studied this question.