The study Navigating Hybrid Education: Criminology Professors Experiences with 90-Minute Face-to-Face and Modular Online Learning explores the implementation and experiences of a hybrid learning model at Samar College. This qualitative research, utilizing a phenomenological approach, examines how criminology professors balance 90-minute face-to-face classes with modular online learning to address the challenges of increasing student populations and limited classroom resources. Through in-depth interviews and thematic analysis, the study identifies key themes such as interaction and engagement, overcoming challenges, technological and logistical considerations, professional development and support, and satisfaction with the hybrid model. The findings highlight the importance of effective communication, continuous professional development, robust technological infrastructure, and student support mechanisms. Recommendations for enhancing the hybrid learning model focus on improving technological resources, providing ongoing training for professors, developing strategies for student engagement, and creating a conducive learning environment. These insights aim to optimize hybrid learning, ensuring effective education and improved outcomes for both professors and students at Samar College.

technological infrastructure

student engagement

professional development

Self-Determination Theory

TPACK

Community of Inquiry

modular online learning

face-to-face classes

criminology education

Hybrid learning