An investigation into the factors affecting peer learning in a hybrid Team-Based Learning environment

Hybrid learning is gaining traction in higher education, offering benefits like wider participation, inclusive teaching, flexible campus use, reduced climate impact and skills development. However, challenges remain, particularly the risk of remote students being marginalised. Active learning, especially Team-Based Learning (TBL), can help address these issues. In this study, hybrid learning was paired with TBL, allowing students to choose full in-person attendance if preferred. Assessment data included both individual and team components, formative and summative. Performance and perception were analysed using assessments, a survey and a focus group. The results suggest that opportunities to engage in hybrid learning modes of study are generally welcomed, hybrid learners are not disadvantaged, and engagement level is more important than mode of study. To enhance remote students’ experience, attention must go beyond technology to include process and culture including assumptions made by in-person students.