Student Perceptions of Hybrid Courses in Higher Education




Hybrid learning, student perceptions, logistic regression, qualitative analysis


Online open-ended and closed-ended surveys were conducted in 2014-2016 among 191 students at a small, private university located in South Florida. Our main goals were to evaluate student perceptions of in-class and out-of-class assignments in hybrid courses, determine what students value most about these modes of learning, and recommend ways to maximize advantages and minimize disadvantages of each. We discovered that students value instant feedback and interacting with their peers when they are in class as in-class assignments were rated significantly higher than out-of-class assignments (p < 0.05) and higher ratings were significantly associated with responses associated with student-student interaction (p <0.05). However, the time and place constraints of in-class work limits their ability to formulate their thoughts. Out-of-class assignments were appreciated for their flexibility of pace, time, and place, although students reported time-management problems as well. Like for in-class work, students valued the opportunity of reading their peers’ answers as higher assignment ratings for out-of-class assignments were significantly associated with students’ ability to read the responses of others. Although participants did not report an effect from specific learning differences, having to write for out-of-class work (as opposed to speaking in class) was reported as a hurdle. We discuss strategies for improving in-class and out-of-class assignments based on our study results.

Author Biographies

Sanne Unger, Lynn University

Associate Professor of Dialogues

College of Arts and Sciences

Carrie Simpson, Lynn University

Associate Professor

College of Arts and Sciences

Alanna Lecher, Lynn University

Assistant Professor

Natural and Applied Sciences

Shara B. Goudreau, Lynn University

College of Arts and Sciences


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Section II