Examining the development of a hybrid degree program: Using student and instructor data to inform decision-making

This paper investigates the questions and considerations that should be discussed by administrators, faculty, and support staff when designing, developing and offering a hybrid (part online, part face-to-face) degree program. Using two Web questionnaires, data were gathered from nine instructions and approximately 450 students to evaluate student and instruction perceptions and opinions of hybrid instruction and activities. In comparison to prior research, the results of this study offer larger and more significant policy and programmatic implications for degrees based on the hybrid format, including instructional technology training and support for students and instructors creation of common class procedures and expectations, and development of consistent schedules that maximize benefit and flexibility for students and instructors.