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This paper describes a qualitative study in which ways to improve instructional delivery for graduate students in an Educational Leadership course in Master of Education program in a predominantly Hispanic university located in South Texas were examined. Questions explored perceptions, attitudes, and reasons for choosing a hybrid instructional delivery model. Five themes emerged from the data: flexibility, assumption of responsibility in learning, emphasis on active learning, building peer relationships, and deepened learning.

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Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance



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