Critical factors in hybrid learning environments

Abstract

This research examined the perceptions of students and graduates of hybrid doctoral courses regarding course design, teaching and learning activities, virtual educational platforms, interaction, evaluation techniques and overall perception. The researchers used quantitative methodology with a cross-sectional survey design and a self-administered questionnaire with 33 participants. The results revealed high satisfaction with the course design and teaching activities. The participants appreciated the flexibility and accessibility of the virtual educational platform, although they reported occasional technical issues. They highlighted interaction as a crucial factor for the success of the course. The findings suggest that hybrid courses effectively meet the needs of adult learners.