| Summary: | <p> The purpose of the qualitative single-case study was to explore and gain deeper understanding of instructor responsibility within hybrid learning courses from the perspective of higher education music students. Two research questions guided the case study: (a) How do higher education music students perceive their instructors’ responsibility for cognitive, social, and instructional presences along with their expectations of content development and quality of feedback in hybrid learning courses? (2) What do higher education music students perceive as valuable instructor responsibilities in hybrid learning courses? From a triangulated case study, data were collected via demographic and Community of Inquiry questionnaires along with individual one-on-one interviews with participants. Data were analyzed using Atlas.ti8 software with open and list coding. Themes were derived from the codes to adequately arrange, analyze, and organize participant perspectives. The exploration led to discovering the five main themes representing a large spectrum of expectations students had of their hybrid instructor’s responsibilities including, (a) assignments, (b) communication and online presence, (c) engagement, (d) feedback, and (e) curriculum. Through the nature of the in-depth case study investigation, various perceived and expected hybrid instructor responsibilities, qualities, and values were also revealed from the students including an overall view of the hybrid learning structure. As more distance and hybrid courses were built, higher education institution leaders increasingly needed to be in tune with their students’ instructor expectations and learning needs. </p><p>
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