| Changes in student demographics and in technology are driving American higher education to embrace innovative instruction. The hybrid mode of instruction is providing a learning modality that offers the flexibility and convenience of online learning without losing the benefits of a face-to-face learning environment. This mode of instruction is used by institutions' continuing higher education units that strive for hybrid course offerings in order to make education more accessible to adult students. Adult students, whose needs and characteristics differ from those of traditional students, are highly experienced, self-directed, and motivated to immerse in learning. However, faculty are often challenged with developing effective pedagogical approaches relevant to hybrid course design. Therefore, the purpose of this study was to examine faculty perceptions of pedagogical considerations in the design of hybrid courses. This qualitative study examined the teaching experiences of six faculty serving adult students at three different institutions. Using the portraiture method, the researcher was able to capture the lived experiences related to how faculty prepare to teach their initial hybrid courses, what challenges they experience with hybrid course design, and to what extent pedagogical elements impact their approaches to design a hybrid course. Three themes emerged from the data collected: diversity of initial hybrid teaching experiences, major challenges of hybrid course design, and major pedagogical elements impacting hybrid course design. Based on the analysis of these themes, the researcher has suggested a Professional Development Program that aims to improve the teaching experiences of faculty teaching hybrid courses for the first time to adult students at the continuing higher education units. |
