Document Type

Article

Abstract

Higher education institutions design hybrid courses and programs for working adults to leverage online delivery while retaining face-to-face engagement. Variability in the structure of hybrid courses and programs is extensive, such that ideal models are difficult to identify. This multiphase, qualitative study explored how adult learners experience a hybrid degree program. Results may be used to inform improvements to existing hybrid program delivery and development of new hybrid designs. Institutions may also benefit from a more thorough understanding of the adult learner experience in hybrid programs.

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