Hybrid Teaching and Learning in Higher Education: An Appreciative Inquiry

This study is an appreciative inquiry (Cooperrider & Srivasta, 1987; Priest et al., 2013) into hybrid courses offered in Fall 2020, which included a combination of face-to-face and online elements. The courses in this study were part of an academic leadership studies program at Fort Hays State University and were taught in the hybrid format for the first time in response to the COVID-19 pandemic. The purpose of the study was to identify the assets of the hybrid modality of instruction in order to retain and implement them post-pandemic in any modality. Our findings include three themes: (1) perceptions of hybrid learning, (2) student motivations, and (3) design considerations—which all demonstrate a positive outlook on hybrid learning with considerations for designing effective courses. We offer recommendations in three areas including (1) administrative considerations, (2) course design, and (3) opportunities to prepare students for a continuum of virtuality.