Abstract
The hybrid-learning model, otherwise considered blended learning, is growing quickly, and estimates for the future indicate that between 80 to 90 percent of courses will someday be hybrid (Young, 2002). Access, communication, and the ability to meet the needs of non-traditional students are strong components of hybrid learning. However, interaction, curriculum, instruction and leadership are challenges to hybrid learning. As the hybrid model advances, its effectiveness should be continuously examined. Statement of the Problem The popularity of online and hybrid courses is rising, and traditional methods to classroom teaching are no longer the only learning solution for students. Although minimal research has been conducted to reflect the success or failure of hybrid courses, there is still a need to further investigate student perspectives on the effectiveness of hybrid courses within all areas of concentration in higher education. Skepticism and disapproval has lingered for online courses, and many educators and employers believe online courses lack credibility (Jackson and Helms, 2008). However, insufficient research on hybrid education has been collected to uphold the same notions. Methodology The methodology for this research reflects a mixed-method approach. Data was collected through an electronic questionnaire using closed-ended and open-ended questions. The survey was administered online through a website survey tool. All students were accessed by electronic mail. The sample population consisted of 81 students enrolled in Educational Leadership and Policy Studies graduate programs. Conclusions and Recommendations Findings from this research include student perspectives on learning limitations in hybrid courses, student needs in hybrid courses, student expectations of hybrid courses, and impact of reduced face time on the student learning experience. The research will show that student perspectives on the effectiveness of hybrid education are positive and that the overall learning experience in a hybrid course is effective. However, Additional research is needed regarding student perspectives on hybrid education. Any additional research attempts should consider and include various educational concentrations, different institutions, and faculty perceptions. Also, longitudinal approaches should be considered in future studies on the effectiveness of hybrid education.