Faculty perspectives on benefits and challenges of hybrid learning

Abstract

Hybrid learning is an educational approach that combines traditional face-to-face education with online learning. Hybrid courses have gained popularity among faculty, students, and institutions, so it is important to understand why faculty members choose to convert their traditional face-to-face courses to hybrid format. This study, conducted in a major Midwestern university, presents the findings from a qualitative case-study documenting the experiences of four instructors, who could be identified as innovators and early adopters of hybrid learning in the university's college of engineering. Semi-structured interviews were conducted with each of the participants. Analysis of the data indicated that benefits of hybrid learning were flexibility, self-paced learning, and free time for complex problem solving. The challenges the faculty encountered, on the other hand, included time investment required in initial course development, reduced interaction with students, and technical issues. Recommendations offered by the faculty members could potentially serve as a guide for institutions considering implementing and/or expanding hybrid course development initiatives.