Recent years have seen an apparent increase in the popularity and acceptance of online and hybrid learning as alternative models of learning at universities and other institutions of higher education in Nigeria. However, there is doubt whether the increase in popularity and acceptance of online and hybrid learning has translated to better learning conditions or satisfaction for students and graduates of higher education. These issues among others have made online and hybrid learning models to represent an area of growing academic interest by scholars. The main purpose of this study was to explore the perceived effects of online and hybrid learning on the experiences of students in Nigerian universities. Four research questions, which explored some aspects of learning such as experience, participation, technology, and satisfaction, were employed in the study. Further, the study utilized an embedded mixed method with a sample population of 211, which was sourced from 12 universities in Nigeria using a self-administered survey through Qualtrics. A Robust Panel Least Square Regression was carried out using STATA 16 statistical software package. The result from the analysis carried out showed that students' experience (EXP), participation of students (PAR), and technological components impact (TECH) were positively and significantly related to satisfaction of students (SAT). This implied that the targeted population was satisfied with their perceived experiences of learning engagements and procedures carried out during the cause of their program of learning in the sampled Nigerian universities. But the findings did not preclude the need for further improvements in communication technology, particularly poor Internet networks. Thus, the study concluded that the practices of online and hybrid learning in Nigerian institutions have improved from the outcome of students who participated by exploring their satisfaction. It was recommended that there should be a greater improvement in the introduction of policy and development of online and hybrid courses by creating new ideas that will enhance the sustainability of the online and hybrid programs in Nigerian universities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]