The abrupt shift at the beginning of pandemic in 2019 highlighted the rise of the adoption of flexible learning (especially online) into mainstream education. The study develops an argument on a dual continua of student preferences constructed from learners’ cognitive and social learning and teaching (L&T, henceforth) styles, within the context of architecture pedagogy. This research aims to build considerations of incorporating hybrid and online L&T techniques to support offline L&T post-pandemic, which is also informed by the collected data. The research data was collected through an online questionnaire, deployed during the time when learners were already back in a completely offline setting, having experienced online and hybrid L&T for three years. The study is concluded with a cognitive-social dual continuum, mapped against 3M (Media, Method and Methodology) framework. This study contributes to the view of equity of learning where various tasks are available to cater to different demographies of cognitive styles; rather than putting learners to ‘boxes’ of learning styles.