Hybrid Learning for Non-Traditional Student Success
Susan Wagner, Associate Professor of Education & Director of MEd with Teacher Licensure, Lincoln Memorial University
CONTENT AREA
Category: Hybrid Learning Topic: Non-Traditional Student Success
OVERVIEW
This report explores the transition of the M.Ed. with Teacher Licensure program at Lincoln Memorial University from a traditional face-to-face model to a hybrid or blended learning format. This example addresses the unique needs of non-traditional students, highlighting the steps involved in one program’s shift to hybrid learning, the challenges faced, and the results observed in student success and engagement.
KEY ELEMENTS OR POINTS
- Unique Needs of Non-Traditional Students: Non-traditional students, such as career changers and working professionals, often require flexible, accessible learning models to balance education with personal and professional responsibilities.
- Transition to Hybrid Learning: Shifting from a face-to-face program to a blended learning model involves strategic planning, including pilot courses, technology integration, and adjustments to both curriculum and scheduling.
- Challenges and Considerations: Programs must address potential obstacles, including student access to technology, balancing face-to-face and asynchronous elements, and maintaining student engagement across formats.
- Impact on Student Success: Hybrid models offer increased flexibility and improved accessibility, often resulting in higher student satisfaction and retention, particularly for non-traditional learners.
ESSENTIAL INFORMATION
CASE STUDIES
Background:
In today's evolving educational landscape, hybrid learning has become increasingly relevant as institutions seek to accommodate diverse student populations, particularly non-traditional learners balancing education with work and personal commitments. The M.Ed. with Teacher Licensure program at Lincoln Memorial University (LMU) serves a diverse group of non-traditional students, many of whom balance full-time jobs and family responsibilities. Recognizing the need for a more flexible learning model, the MEd with Teacher Licensure program transitioned from a fully face-to-face program to a hybrid or blended learning model. This case study examines the challenges encountered and how the hybrid model addressed the needs of non-traditional students.
Challenges:
The shift to hybrid learning was driven by student needs for more flexible course scheduling, reduced travel, and an ability to work while pursuing their degrees. Non-traditional students often face challenges such as high tuition costs, the need for employment while studying, and geographic limitations. Adapting the program required careful planning and significant adjustments to the curriculum delivery model.
Solution and Implementation:
LMU implemented a pilot hybrid learning program, blending seven face-to-face classes with seven asynchronous online sessions by alternating face-to-face and online weeks. The program used Blackboard as the main learning management system (LMS), supported by asynchronous tools like voiceover PowerPoints and discussion boards. After one semester, student surveys indicated a positive reception of the hybrid format. The asynchronous design allowed students to mitigate internet access issues. Students appreciated the flexibility and convenience, particularly the asynchronous components that allowed them to work at their own pace.
Results:
After the initial trial hybrid course, the hybrid learning model has since been expanded to all courses in the MEd with Teacher Licensure program. Faculty buy-in is a factor, with familiarity with the learning management system allowing an ease of transition to the asynchronous class modules. Students continue to report that the balance between online and in-person learning allowed them to maintain their employment and family commitments while advancing their education. Students and faculty revealed that the hybrid format reduced travel time and stress, yet maintained those educational relationships with faculty and peers through the continuing support of the face-to-face sessions.
Application for Other Educators:
This example illustrates the potential of hybrid learning models in meeting the needs of non-traditional students. Hybrid learning offers a unique and powerful model that blends the flexibility of online education with the personal connection of face-to-face instruction, making it particularly well-suited for non-traditional students. While fully online programs often feel impersonal and disconnected, hybrid models provide the best of both worlds, fostering meaningful interactions and personal engagement while accommodating students' busy lives. As the educational landscape continues to shift, institutions that embrace hybrid learning will be better positioned to support student success and retention, particularly for those who need a more adaptable approach to achieve their academic goals. Educators in similar programs can apply these insights to create flexible, tech-enhanced learning environments that support diverse student populations. Key considerations include understanding the technological needs of students, balancing in-person and asynchronous elements, and actively seeking student and faculty feedback to guide program improvements.
RESOURCES
- Learning Management Systems (LMS) – Blackboard (now Anthology), Canvas, and other platforms used to facilitate hybrid learning.
- Asynchronous Instruction Tools – VoiceThread, Flipgrid (retired), and Harmonize discussion boards to support student engagement outside of class. GoReact, a subscription service, allows students in clinical settings to submit videos of instruction for asynchronous peer and teacher review.
- Meta-Analysis on Hybrid Learning Effectiveness – Reference to research comparing the effectiveness of blended learning to traditional face-to-face instruction. Means, Barbara; Toyama, Yukie; Murphy, Robert F.; Baki, Marianne. Teachers College Record, v115 n3 2013.
