Although attention has been given to student’ issues at university level, the literature on social connectedness in digital space within hybrid teaching environment in universities is relatively limited. The purpose of this study is to explore tertiary students’ experiences of social connectedness in digital space in hybrid teaching and learning environment.
This study explores university students’ social connectedness in hybrid spaces using qualitative research approach to gather data through 12 one-on-one interviews and 18 participants’ focus group discussions.
The findings of this study indicate that with proper virtual space facility management and space use, students experience social connectedness through interaction and involvement; support and care; valued relationships; and interdependence in digital space in hybrid teaching and learning environment.
Given the scope, design and method, this study has limitations that can be addressed in future research.
This study is unique in that it extends knowledge by providing insight into how students’ experience social connectedness in digital space in a hybrid teaching and learning environment within the sub-Saharan Africa in a developing country context as well as the role of facility management in the management of digital social space in hybrid education. Managerial implications are provided.
