ABSTRACT
This study discusses evaluating the service quality in higher education institutions (HEIs) or the teaching quality of hybrid learning. Following COVID-19, most HEIs have shifted from face-to-face learning to blended and online learning in a synchronous or asynchronous form. The disadvantage of online learning is the absence of face-to-face and social interaction, which is why blended learning has become more popular. However, there are methodological and theoretical issues. Methodologically, to evaluate teaching delivery, either qualitative or quantitative research can be employed. Univariate analysis can be utilised to investigate the relationship among metrics. Alternatively, a multivariate analysis such as Structural Equation Modelling could be used when there is a complex interaction between metrics. Other methodological issues relate broadly to sampling, such as which metrics should be evaluated, whose opinions should be shared between students and lecturers and when to evaluate the survey using pre-learning or post-learning metrics in terms of module quality, module relevance, module intellectual, module infrastruc-ture, module success rate, module engagement, module support, module feedback and overall satisfaction. Theoretically, additional metrics such as aesthetic tech-nology and co-creation dynamics should be utilised in evaluating blended learning because institutions and clients simultaneously produce education. Moreover, based on the constructive alignment theory, several metrics can be used to evaluate teaching performance, such as learning-objectives metrics, learning-activities metrics and feedback metrics. In addition, new metrics have also been developed based on the behaviourists, constructivists and social constructionists, including content metrics, instruction-quality metrics, teaching-climate metrics, online-management metrics, professionalism metrics and classroom-management metrics. © Springer Nature Switzerland AG 2022.