Education is one of the significant facets in our lives that has adversely been affected by Covid-19. Due to the pandemic, educational institutions had to move on to distance education to continue education. COVID-19 pandemic increased the demand and need for facing online education more because many people did not have a chance to reach face-to-face education. Thus, distance and hybrid learning has become a common mode of education, especially for universities all around the World during the Covid-19 pandemic.

Hybrid learning gave a chance to integrate online education into face-to-face education and can be regarded as an alternative for traditional and online classrooms (El Mansour & Mupinga, 2007; Hall & Villareal, 2015). Hybrid learning uses different instructional techniques depending on the classroom environment, students’ needs, and teachers’ preparedness (Raes et al., 2020).

It is known that students may be less engaged in the lesson in hybrid learning that is integrated with distribution across institutions than in face-to-face education with their classmates. On the other hand, scaffolding and facilitation enable students and instructors to enhance skills, content knowledge, and cooperation among them to promote their academic achievement (Swan, Sleeter & Schrum, 2019). Students’ socioeconomic statuses or background knowledge also impact participation in hybrid learning classrooms. Different learning arrangements may affect students’ intrinsic motivation or even learning achievement (Raes et al., 2020). In terms of implementation and assessment in hybrid classrooms, contextual, collaborative, consequential, conceptual, and cultural engagement may be provided (Hickey, Chartrand & Andrews, 2020). The flexibility online education provides to be able to work from any place at any time is known as one of the most popular advantages of online education (Singh & Matthees, 2021). Studies about graduate students experiences in hybrid learning highlight the role of the teacher as facilitator and reports that students’ satisfaction was more related to how the course is designed and facilitated rather than how it is delivered (Kryczka, 2014). Hybrid classes enhance student performance, increase student involvement, positive perceptions, and student achievement (Brunner, 2006; Antonoglou, Charistos, & Sigalas, 2011). Although some students found it hard, completing a hybrid course may help them improve their time management, organization, and self-management abilities (Kenney & Newcombe, 2011). Looking at students’ and teachers' feedback in terms of their experiences in online education can give many ideas about the importance of careful design and pedagogical procedures in hybrid learning (Triyason, Tassanaviboon & Kanthamanon, 2020).

In this context, enhancing students' academic achievement in master's programs is critical for their long-term success, as it is the initial phase of academic life. Identifying the transition to hybrid learning issues students had during the epidemic can help instructors and students form a perspective on the likely causes of their inability to adapt to the new instructional techniques quickly. Educators can use the findings of this study to update the effectiveness of their methods and strategies in related lessons based on the perspectives of students who are experimenting with a new form of learning.

This study aims to investigate the experiences of master students who enrolled in a hybrid learning course on hybrid learning during the COVID-19 pandemic in a research university in Turkey. More specifically, the research question is:

· What are the hybrid education experiences of graduate students during the COVID-19 pandemic?

This qualitative design aims to explore graduate students’ experiences who enrolled in hybrid learning courses with an in-depth understanding. Phenomenological research is used to investigate the lived experiences of individuals' understanding of a particular phenomenon based on their own experiences and perspectives (Marshall & Rossman, 2011). Employing criterion sampling strategies, nine master students who meet pre-determined criteria of importance from different departments participate in the study (Patton, 2014). Using criterion sampling, participants are included who are graduate students enrolled in hybrid courses at a research university in Turkey. Hybrid courses are described by university policy as courses in which up to 40% of the class are conducted using synchronous and/or asynchronous tools. Data are collected through semi-structured interviews developed by the researchers after the literature review. Two curriculum and instruction experts’ opinions are solicited for the earlier form of the interview questions. After the necessary corrections the final interview form consists of three sections demographic information is the first part, the introduction part informs the participant about research, and the questions part starts with descriptive questions and follows feeling and opinion questions to get in-depth information. The researchers conducted face-to-face interviews after participants sign the consent form. Each of the interviews took 30-40 minutes on average. Content analysis is used to examine the data (Miles & Huberman,1994). In content analysis, four processes are followed: (a) encoding data, (b) finding themes, (c) arranging codes and themes, and (d) identifying and interpreting findings. It is commonly quoted from the interviewee to realistically convey participants' thoughts (Yıldırım & Şimşek, 2013). Following transcription, the researchers of the study code the data at the same time, organize it around key themes, and interpret it understandably. Peer debriefing, detailed descriptions (Creswell, 2009), and analytic generalization are employed to establish external and internal validity. Also to increase the reliability, the entire study method, and data acquired in explained in detail (Merriam, 1998).

Preliminary findings point out that three themes emerged to understand how master students experience hybrid learning during the COVID-19 pandemic (1) advantages of hybrid learning, (2) disadvantages of hybrid learning, and (3) suggestions. Considering advantages of hybrid learning, initial findings indicated that participants have a positive experience in hybrid learning such as; worrying less about health, effective time management, studying from home, individual needs, alternative way of learning, organization of the workload, classroom interaction (face to face session), time spent in transportation (online session), and improving self-regulation. Some participants consider hybrid learning an alternative for students who do not feel comfortable in face-to-face education. At the same time, some benefit from hybrid learning by reducing the time spent in transportation. Besides, they feel safe and isolate themselves staying at home during the COVID-19 pandemic since some of the participants were infected with the COVID-19 during the term. Although they have positive experiences, participants have difficulties with web-based problems, and attending face-to-face classes(compulsory) can be seen as the disadvantages of hybrid learning. Participants expect flexibility for the attendance of the face-to-face courses. Still, university policy and instructor define the hybrid course stating the percentage of face-to-face (60%) and online courses (40%). The participants also indicated that they had difficulty following the online classes where the application and internet connection were bad. In conclusion, they suggest that hybrid learning should be included in the education and training processes as an alternative way of learning. However, they recommended strengthening digital literacy skills and communication. Preliminary findings are presented according to initial observations. Further analysis will investigate the phenomena more accurately to reveal a comprehensive understanding of the experiences of master students in hybrid learning during COVID-19. The results offer significant insights into improving hybrid learning in graduate education for higher education stakeholders.

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