Abstract:

Teacher preparation programs are increasingly adopting hybrid and, in some cases, compressed course formats to support preservice candidates balancing coursework, field experiences, and employment. While accelerated models offer greater flexibility, less is known about how preservice teachers perceive pacing, participation pathways, and connection in multimodal learning environments. Guided by the Community of Inquiry framework and informed by cognitive load and time-on-task principles, this study examines perceptions of an 8-week hybrid model adapted from a traditional 16-week semester. The model integrates on-campus instruction, synchronous online participation through Microsoft Teams, and asynchronous access to recorded content in Canvas.

Using a mixed-methods convergent survey design, the study spans four undergraduate courses in a teacher preparation program (N=50). Pre- and post-course surveys measure perceptions of pacing, workload, modality preferences, technology comfort, and teaching and social presence. Faculty surveys address course redesign demands and instructional presence across modalities. Open-ended responses further explore perceived benefits, challenges, and support needs.

Analyses focus on how preservice teachers experienced the accelerated timeline, how teaching presence was perceived when instruction alternated between in-person and remote delivery, and how participation pathways shaped feelings of connection and support. Findings will inform program decisions about designing multimodal hybrid models that preserve community and clarity while accommodating the scheduling needs of preservice candidates.

Keywords:

Hybrid, teacher preparation, multimodal learning, accelerated courses.