The State of Hybrid Enrollment 

As total higher education enrollment declined 3% between fall 2017 and 2023 (per IPEDS), hybrid enrollment bucked the trend, growing by 51% during the same period. This, alongside a 62% increase in demand for wholly online aided by the pandemic and a boom in online course development, reflects evolving student demand.  

Those interested in hybrid want the best of both online and on-campus experiences—and the combinations are endless—making it challenging to promote. So, who are these Goldilocks students seeking a “just right” blend of online and on-campus experiences?   

The Rise of Hybrid Learning 

Hybrid learning, defined by Eduventures as any model where students enroll in both on-campus and online courses within their programs of study, has seen significant growth. Hybrid learning spans all student types—including traditional undergraduate, adult undergraduate, and graduate students—whereas fully online learning has almost exclusively been the purview of adult undergraduate and graduate students.  

In our annual CHLOE Report, a research collaboration between Eduventures, Quality Matters, and Educause, chief online learning officers (COLOs) reported increased demand for both online and hybrid learning between 2021 and 2022 in contrast to stagnant or declining numbers for in-person programming. In CHLOE 9, nearly three-quarters of COLOs said that on-campus students want more online options, with 60% indicating that online courses tend to fill first. Half of COLOs said their institutions are offering a wider variety of modality options (including hybrid) to differentiate themselves from competitors.  

Figure 1 shows overall enrollment growth based on modality. 

Figure 1.

Figure 1 shows that hybrid enrollment has historically been greater than fully online enrollment, until the pandemic, when fully online more than doubled in 2020. In fall 2023, hybrid enrollment stood at 5.4 million, and it is expected to gain a larger share of total enrollment as both institutional capacity for online and student interest continue to grow.  

But what kind of student prefers hybrid programming?

Hybrid Student Characteristics  

Like online students, hybrid students typically seek flexibility for work, family commitments, or extracurricular activities, but they also place value on in-person interaction and relationship building. In 2023, 91% of the hybrid enrollment was undergraduate (4.9 million), with a significant proportion of traditional undergraduates—estimated at about 20%—using online courses to stay on track to graduate or finish faster. 

Figure 2 shows the modality preferences among undergraduate and graduate students according to the Eduventures 2024 Prospective Brand Research™ and 2024 Adult Prospect Research™. 

Figure 2.

Figure 2 shows that one in four college-bound high schoolers (25%) expects to take some combination of on-campus and online courses when they start college. The majority (69%) still expect to have fully on-campus/in-person experiences, with a small fraction (<1%) expecting fully online. 

Notably, in 2019 prior to mass exposure to online, 26% of college-bound high school students expected hybrid modality—a remarkably similar percentage. The number of high schoolers who are “unsure” about their modality expectations, however, have declined over time, largely tipping toward in-person, suggesting more minds are made up about online learning than ever before. 

Just 13% of adult undergraduates, on the other hand, prefer on-campus programs while 31% prefer fully online—consistent with preferences for greater flexibility in this segment compared to traditional-aged students. Hybrid remains the dominant modality preference for this audience (55% overall, 61% among graduate prospects). While still the majority, hybrid preference has declined for both groups over time, with preference trending toward fully online. 

Demographic & Life Factors Contributing to Hybrid Preference  

Understanding characteristics of prospects who prefer hybrid learning reveals patterns across demographic and life circumstances. For example: 

• Individuals from low-income backgrounds. Hybrid learning appeals to 32% of high school prospects from low-income households, which is seven percentage points higher than average. Low-income adult undergraduates (53%) and graduate students (58%), however, are slightly less likely to prefer hybrid options compared to their peers. This trend may reflect the competing priorities of work and family obligations, where fully online programs offer greater flexibility. 
• Individuals from historically underserved backgrounds. Demand for hybrid programs is pronounced among prospects from historically underserved backgrounds, which shows a six to seven percentage point higher preference for the modality across all levels. Perhaps hybrid learning addresses both flexibility needs and a desire for interpersonal connection. 
• Work status. 57% of adult undergraduates and 63% of graduate students who work full time favor hybrid (both slightly above average). By contrast, part-time or unemployed adult and graduate prospects lean toward fully on-campus programs, prioritizing face-to-face interaction. For those traditional undergraduates that expect either work study or employment during college, they are slightly more likely to prefer hybrid (29% compared to 25% for all undergraduates).  
• Family commitments (or lack thereof). Family dynamics add another layer of complexity. Adult learners with children at home are more inclined toward fully online programs vs. hybrid or on-campus options. This underscores the challenge of managing family responsibilities alongside education and career. 

The Bottom Line 

There is a case to be made that hybrid learning is the way of the future. According to Gallup, over half of all remote-capable jobs are done in a hybrid arrangement. Most students, regardless of age, live hybrid lives. Being online is a part of modern life, and at the same time, interpersonal communication is one of the most sought-after skills by employers, which can be challenging to refine in an online environment.   

Traditionally, institutions have promoted programs as either “stay on campus” or “live anywhere.” Most institutions are not highly intentional or transparent about their hybrid offerings. But increased demand suggests this dual approach should be reconsidered. It can allow these Goldilocks students to get flexibility, in-person relationship building, and potentially improve retention and graduation rates (especially for traditional undergraduates). 

Of course, modality preferences vary by level, field of study, and credential type, highlighting the importance of nuance in program design. Institutions must embrace diverse learning modes and strategically plan hybrid offerings.