| Hybrid learning combines the personal contact of the face-to-face learning environment with the convenience of online learning in a way that creates an interactive and engaging environment for students and faculty. This innovative instructional design is capturing the attention of faculty in higher education, but particularly in America's community colleges where the desire for innovation is engrained in the culture and history of the sector. However, in order for hybrid course design and delivery to be effective, faculty must invest time and energy. Professional development is one way in which faculty learn the skills necessary to design and facilitate these courses, but exactly how that training informs faculty's decision to utilize hybrid learning is unknown. The purpose of this mixed-method study was to examine faculty approaches to the design and delivery of hybrid courses, and the impact of professional development on such decisions. The research design consisted of electronic surveys and focus group interviews and identified factors of influence, essential components, and the impact of professional development on faculty who utilize this instructional method. The study setting was three public community colleges in the Mid-Atlantic region of the United States. The results revealed the design and implementation of hybrid course design was not as common as expected in the institutions examined, yet those faculty who utilize hybrid course design, seem to be using many of the essential components as identified in the literature. However, the study also revealed two important points; faculty rely heavily on trial and error as a method of self-instruction for hybrid course design and delivery; and there is a prevalent need for professional development focused on hybrid course design. |
