Abstract:

Accelerated and hybrid course models are increasingly used in teacher preparation to support preservice candidates as they balance coursework, field experiences, and professional responsibilities. While prior research has largely focused on stakeholder readiness before implementation, less is known about how perceptions evolve after direct experience in accelerated, multimodal environments. Addressing this gap, the present study examines faculty and preservice teacher perceptions before and after completing an 8-week hybrid course adapted from a traditional 16-week semester.

Guided by the Community of Inquiry framework and informed by cognitive load and time-on-task principles, the study explores how expectations aligned with post-implementation experiences regarding pacing, workload, engagement, and teaching presence. Using a descriptive mixed-methods design, survey data were collected from faculty and preservice teachers across four undergraduate teacher preparation courses delivered through a multimodal hybrid model integrating face-to-face instruction, synchronous online participation, and asynchronous recorded content. Quantitative data were analyzed using descriptive statistics, and qualitative responses were examined through inductive thematic analysis.

Findings indicate that while workload intensity and accelerated pacing remained central challenges, both faculty and students reported increased confidence navigating multimodal participation and a clearer understanding of course expectations following implementation. Teaching presence, structured communication, and access to recorded instructional content emerged as key factors supporting engagement, interaction, and perceived learning. Faculty reported growth in designing instruction across modalities, while students described improved time management and a stronger connection when course organization and communication were consistent. However, sustaining engagement and maintaining depth of learning within compressed timelines remained ongoing concerns.

Overall, results suggest that effective implementation of accelerated hybrid models requires intentional instructional design, clear communication, and sustained teaching presence across modalities. By examining shifts in perception from anticipation to lived experience, this study contributes to research on flexible learning in teacher preparation. It identifies instructional design practices that support engagement and learning in accelerated, multimodal environments.

Keywords:

Hybrid learning, teacher preparation, accelerated courses, multimodal instruction, Community of Inquiry, higher education, instructional design.