Florida International University has made a significant investment to develop hybrid classes, including financially incentivizing faculty to redesign their courses for the hybrid format through a semester-long training. To assess the success of these courses, student success and satisfaction have been examined. However, prior to this study faculty satisfaction with teaching in this format had not been formally investigated. The case study presented here involves three full-time, experienced hybrid faculty with the goal of understanding college faculty perceptions of teaching a hybrid course. Understanding faculty perspectives of the hybrid modality is a necessary component for universities to consider when making informed decisions about the resources that should be invested in hybrid teaching.
