Fourteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

The recent pandemic has spotlighted online and hybrid learning. Hybrid learning, also known as blended learning, is one of the fastest-growing higher education trends because of its countless educational benefits (Wang et al., 2010). Hybrid learning is an instructional delivery format that includes both online learning and traditional classroom learning. Studies about hybrid learning focus on various areas, including engagement strategies (Ackerman, 2008; Sniad et al., 2020), student attitudes (Lin, 2008; Lintunen et al., 2017; Sivo & Brophy, 2003), learning effectiveness (Panyajamorn et al., 2016), and technology tools (Hurlbut & Dunlap, 2019; Kohls et al., 2018). However, few studies (e.g., Hyatt & Allen, 2018; Mehta & Downs, 2016; Torres & Gilzene, 2019) examine hybrid learning and faculty leadership practices, particularly in higher education. Faculty leadership practices are directly related to effective teaching and school success (Berry et al., 2010). Faculty are leaders (Meier, 2016) who engage students to learn and build learning communities. The rise in hybrid teaching creates an opportunity to study faculty leadership practices related to hybrid learning in higher education. Findings from this study include research and practical implications. This study highlights leadership approaches used by faculty and contributes to the field of research in teaching and learning associated with hybrid learning in higher education.