Title Pending 36

As a result of the COVID-19 pandemic, hybrid learning environments went from scarce offerings on some post-secondary campuses to a pervasive presence across most campuses. In some instances, hybrid courses were implemented in haste with minimal planning by educators and a lack of essential training and support for instructors. This action research study documents an instructor’s insights gained from implementing a hybrid modality algebra course at a community college in the southwestern United States during a pandemic in the 2020-2021 academic year.