Abstract
Hybrid teaching, also known as mixed-mode instruction, occurs when part of a campus-based course is moved online. There is limited research on hybrid courses in Human Development and Family Studies (HDFS). This study examines whether delivery mode impacts various student learner experiences and outcomes in an HDFS course and reports on students’ experiences with hybrid learning. Results indicated no delivery mode differences related to perceived course knowledge, course-related self-efficacy, or student-to-student interaction. However, participants in the hybrid learning mode (n = 33) reported significantly worse experiences and outcomes on all other variables relative to students in the face-to-face section (n = 35). Due to significant baseline differences, more investigation is needed to explore selection effects versus experience effects. Themes related to most and least liked features of the hybrid course are reported and interpreted in light of quantitative findings.
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