Document Type

Dissertation

Date of Award

2025

Degree Name

Doctor of Education (Ded)

Department

Education

First Advisor

Jesse Sealey

Abstract

This study explores the impact of hybrid learning on the work-life balance of graduate-level students, highlighting both the opportunities and challenges associated with this evolving educational model. Hybrid learning offers flexibility, enabling students to balance academic responsibilities with professional and personal commitments. Many students benefit from reduced commuting time, asynchronous learning options, and the ability to tailor their schedules to fit their needs. However, the study also reveals challenges, including difficulties in maintaining clear boundaries between work, school, and personal life, and the potential for increased workload perception and burnout. Through a qualitative, phenomenological approach, this research captures the lived experiences of graduate students as they navigate hybrid learning. Findings suggest that instructor engagement, peer collaboration, and institutional support play critical roles in shaping students’ academic success and well-being. While hybrid learning offers accessibility and autonomy, it also necessitates strong time management skills and substantial institutional investments in digital infrastructure and instructor training. As higher education continues integrating hybrid learning, future research should focus on optimizing engagement strategies, addressing digital inequalities, and refining policies supporting students’ work-life balance in this dynamic learning environment.

Subject Categories

Education | Educational Leadership

Keywords

balance hybrid learning work-life

Number of Pages

106

Publisher

University of South Dakota

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