Abstract
Hybrid courses, which combine online and face-to-face instruction, have become an increasingly valuable option in higher education. This paper examines the implementation of hybrid courses at Sam Houston State University (SHSU) with a focus on their impact on student-athletes. By offering greater flexibility, hybrid courses allow students to balance academic commitments with extracurricular demands while maintaining engagement with instructors and peers. Research indicates that hybrid learning enhances student motivation, increases retention, and improves learning outcomes (Blau, Drennen, Hochner, & Kapanjie, 2016). Additionally, hybrid models optimize classroom space and faculty resources, benefiting both students and institutions (Doering, 2006; Jackson & Helms, 2008). The Communication Studies Department at SHSU collaborated with the Athletics Department to develop hybrid courses tailored to student-athletes’ rigorous travel and training schedules. Preliminary findings suggest that student-athletes enrolled in hybrid courses experience reduced academic stress, increased assignment completion rates, and improved course engagement. This paper explores the pedagogical and institutional benefits of hybrid learning while addressing challenges such as maintaining instructor immediacy, fostering positive classroom climates, and ensuring adequate technological support. Future research will examine the long-term effects of hybrid learning on student success and degree completion. By integrating best practices in hybrid course design, universities can create adaptable, student-centered learning environments that support both academic achievement and extracurricular excellence.
Presenters
Frances E BrandauProfessor, Communication Studies, Sam Houston State University, Texas, United States Dena Horne
Lecturer, Communication Studies, Sam Houston State University, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
HYBRID LEARNING, STUDENT-ATHLETES, COURSE ENGAGEMENT, STUDENT RETENTION, INSTRUCTIONAL DESIGN
