<![CDATA[Gap: Doctoral education is increasingly expected to accommodate diverse learner backgrounds and the professional commitments of working scholars. While hybrid and personalized learning models are often proposed as solutions to enhance flexibility in doctoral programs, empirical evidence on how these approaches shape doctoral students’ learning experiences remains limited. Objective: This study aims to examine the learning experiences of students enrolled in a hybrid doctoral program in educational technology that integrates personalized learning principles. Method: Using a descriptive survey design, data were collected from eight doctoral students who participated in the program’s initial onsite academic sessions. The survey explored four dimensions of the learning experience: perceived academic quality, learning interaction, personalized learning experience, and the overall learning environment. Result: The results indicate a high level of student satisfaction with the onsite sessions, with an average satisfaction score of 4.63 on a five-point scale. Students reported that the academic discussions were intellectually stimulating and that interactions with faculty members and peers fostered critical reflection and scholarly development. The findings also suggest that hybrid learning environments can balance academic rigor with flexibility, which is particularly valuable for doctoral students who are working professionals. Novelty: This study contributes new empirical insights into the early learning experiences of doctoral students in a hybrid doctoral program that integrates personalized learning principles, with particular attention to academic depth, intellectual interaction, and the development of doctoral identity.]]>
Copyrights © 2026
