Abstract
Higher education has integrated many new technologies into its courses. 'the hybrid model takes full advantage of technological advances with the incorporation of learning technologies used during online interactions combined with in-person instruction (Brunner, 2006). As more institutions of higher education continue to adopt the hybrid model. learning technologies wiII play a larger role in the learning process of students (Snart 201 0). Thus, understanding how these technologies impact student learning experiences becomes vital to ensuring quality education within the hybrid setting. The hybrid model allows information to be transmitted through the use of both face-to-face and online platforms or interactions. which alter how students receive and learn this information. Hybrid courses also transfer student-instructor interactions online and reduce those held in-person. Therefore, it is the purpose of this study to explore the effects of the hybrid model on the learning experiences of students enrolled in a hybrid master· s program. This study seeks to further reveal if and how the hybrid model and the learning technologies utilized for instruction. change or impact student learning experiences. The study used a quantitative method to conduct research on graduate students enrolled in a hybrid master's program at a Northern California public university. The online survey used only closed-ended questions. Nineteen graduate students participated in the research. This study's research revealed two crucial findings on the relationship between the hybrid model and student learning experiences: the significance of learning technologies and the importance of instructor-student interactions. These two findings produced a deeper understanding of the importance of the instructor's role inside the hybrid model. The instructor's interactions with students during reduced face-to-face time and their ability to use learning technologies make a significant impact to either benefit or challenge learning experiences. Future research is needed to reveal the necessary training for hybrid course instructors on the efficient use of learning technologies, and continuous technological support for these instructors is imperative to maintain positive student learning experiences within the hybrid model.