Each student has specific characteristics and learning preferences, that reflect on each type of learning environment, online or face-to-face. Understanding these differences is crucial for educators to create learning environments that can inspire and engage students. This qualitative study explores and tries to better understand, specifically the IT student's experiences and perceived skills development in online and face-to-face learning environments, while trying to address the question: "Regarding online and face-to-face learning environments, in IT, how do students experience and assess their skill development in one learning environment compared to the other?". Using a social constructive paradigm, the purpose of the research is to focus as much as possible on the student's views of the situation and how their perspectives and experiences shape the perception of developed skills. Data was collected through semi-structured interviews by focusing on the student and asking for their personal experience on skill development through online and face-to-face learning environments. The data analysis strategy adopts the grounded theory approach, using a systematic procedure. The results suggest that face-to-face learning may develop a better communication and collaborative skills more effectively while experiencing a synchronous interaction, where online learning may strength in self-regulation and adaptability skills because of the independence and flexibility it provides. This study produces two grounded theories that explain how different IT learning environments influence the development of student's specific skills, that can contribute to pedagogical discussions on optimizing hybrid learning experiences.

翻译：每位学生都具有特定的特征与学习偏好，这些特征与偏好会反映在在线或面对面等不同类型的学习环境中。理解这些差异对于教育者创建能够激励和吸引学生的学习环境至关重要。本研究采用质性研究方法，旨在深入探究并更好地理解IT专业学生在在线与面对面学习环境中的具体体验与感知技能发展，同时尝试回答以下问题："在IT领域，相较于另一种学习环境，学生如何体验并评估其在某一学习环境（在线或面对面）中的技能发展？"。基于社会建构主义范式，本研究致力于尽可能聚焦于学生对情境的看法，探究其观点与经历如何形塑对已发展技能的感知。数据收集通过半结构化访谈进行，重点关注学生个体，询问其在在线与面对面学习环境中技能发展的个人体验。数据分析策略采用扎根理论方法，遵循系统化程序。研究结果表明，在同步互动的面对面学习中，学生的沟通与协作技能可能得到更有效的提升；而在线学习因其提供的独立性与灵活性，可能在自我调节与适应能力方面更具优势。本研究提出了两个扎根理论，用以解释不同的IT学习环境如何影响学生特定技能的发展，这些理论可为优化混合式学习体验的教学讨论提供参考。