Abstract
- The landscape of education has evolved significantly with the advent of technology, leading to the emergence of hybrid instruction as a prominent pedagogical approach. This abstract presents findings from a qualitative study conducted within the EdTech Unit of the Watson College of Education (WCE), which aimed to explore faculty experiences and perspectives on transitioning between fully online, in-person, and hybrid teaching formats. Four faculty members were interviewed to gather insights into their experiences during these transitions and the support provided, including instructional design assistance and technological resources such as laptops and hotspots.