Instructors of hybrid courses confront several challenges in designing effective, engaging, and meaningful learning experiences for students. This article examines how elements of course design help meet students’ perceptions and expectations about hybrid courses and how students’ engagement in course activities is related to their overall performance in those courses. Using data from student surveys, instructor journals, and course activities, our study suggests that successful hybrid course design rests in establishing high levels of presence and requires substantial advance planning. Our recommendations can help guide faculty who are considering introducing hybrid courses into their curricula.
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