Post-Pandemic Hybrid Learning Trends in Higher Education and its Implications in Students’ Academic Performance

Abstract

This study used a systematic literature review and a bibliometric analysis to establish publication trends, key researchers, collaborative networks, thematic focus and effective strategies associated with hybrid learning environments in higher education. The study concentrated on the SCOPUS database using terms related to hybrid and online learning, academic performance and COVID-19, covering records within a specific period, using the PRISMA guidelines. The study used the bibliometric analysis through VOSviewer, revealing patterns in collaborative relationships and thematic trends. The study established that academic interest in hybrid, blended, online and virtual learning increased from the year 2020 to the year 2024 rising from nine in 2020 to 57 in 2023. The co-authorship network analysis revealed a collaborative research community, showing the existence of interdisciplinary and inter-institutional partnerships in advancing research and developing comprehensive insights into educational outcomes in hybrid learning environments. Co-citation analysis identifies influential authors and distinct thematic clusters. The co-occurrence map highlighted interconnected themes related to mental health, strategic adoption of distance learning and students’ satisfaction. The study recommends that researchers should prioritize ongoing research within hybrid, blended, online and virtual learning environments to respond to evolving educational landscapes and recommend research-based learning strategies. For effective and innovative knowledge sharing, there is a need for interdisciplinary and inter-institutional research collaboration through joint projects, conferences and publication platforms.