Two years of Blended Synchronous Mode Learning in Higher Education. The Students’ Experience Told Through Their Metaphors

Both the documents produced by the main international organizations and the thematic scientific literature highlight the impact of distance learning and blended synchronous learning, introduced with the COVID-19 pandemic. Two years later, what seemed to be an exceptional initiative is turning into an educational opportunity for students and teachers, provided that reflection on these impacts and results helps to inform some changes in the teaching-learning act as a “lesson learned”. A qualitative analysis on students’ metaphors and representations of their biennial experience in distance learning and blended synchronous learning in two university courses is here presented. In line with the findings of similar studies, possible hints are given to improve the teaching-learning relationship when distance and blended synchronous mode coexist.