Hybrid learning, online learning, Coronavirus pandemic, students of faculty of education, learning applications, teaching methods, questionnaire survey.

In the last few years, as a result of the Coronavirus pandemic we have seen huge changes in education. In response to these changes, a lot of research has been conducted. However, the area of hybrid learning has not been much explored. Therefore, we decided to focus our research on hybrid learning and its development due to the Coronavirus pandemic. Our research was carried out by means of a questionnaire survey among students of faculties of education, i.e. among future teachers. The aim of this paper is to present the experiences that the student teachers had during the Coronavirus pandemic and how it influenced their perceptions of different forms of learning and the use of technology in learning, from two perspectives. The first is the perception of hybrid learning from the students' perspective and the second is the perception from the future teachers' perspective, i.e. how the experience of online learning has affected their teaching practice. This paper will present the different parts of the questionnaire, but most importantly the results of the research investigation in question, the main aim of which was to find out what form of learning is preferred by the students of the Faculty of Education and what influence the Coronavirus pandemic had on this. In addition to the aforementioned main research objective, this article will attempt to answer whether attitudes towards hybrid learning differ in terms of professional focus, i.e. according to the disciplines in the Framework Curriculum, and will also present a brief mapping of the experience of online learning during the Coronavirus pandemic. It will present both the problems that students encountered during online learning and the positive aspects of this form of learning, i.e. those activities, methods of teaching and applications that students have learnt in online learning and want to continue to use in their own teaching.