Experiences and Perceptions of Learner Engagement in Blended Learning Environments (original) (raw)
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Australasian Journal of Information Systems, 2018
This research reports on a diverse student audience engaging in an Australian university’s undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dual-period surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social...
Impact of a blended learning environment on student engagement and satisfaction
2016
The purpose of this study was to examine, how the experience of learning in a blended learning environment affects student engagement and satisfaction. The study considered the learning experience of students who had articulated from a traditional face to face Higher National Diploma, onto a degree delivered at a distance. Student feedback over recent years had been of some concern and there had been an overall reduction in satisfaction rates between the HND and the degree. Correspondingly, the number of students continuing onto an Honours year had been relatively low. The study analysed quantitative and qualitative data in the form of a Likert scale questionnaire and staff and student focus groups. These tools provided data about the learning and teaching approaches associated with the degree and whether they were significant in determining the levels of student satisfaction. The study also investigated which approaches had been supportive of the student in their transition between the HND and the degree. An important finding associated with this study, underlined the critical nature the tutor plays in ensuring student satisfaction and engagement. In addition, the study has highlighted the requirement for tutors to re-engage with the principles of educational theory and gives focus to designing appropriate experiences that reflect the learning objectives, promote engagement and two-way communication. Moreover, the study reveals a significant level of student dissatisfaction with video conferencing. The results of this study propose a number of practical approaches that may lead to an improvement in the learning experience for students and encourage personal development for staff.
Does Blended Learning Enhance Student Engagement? Evidence from Higher Education
Journal of e-Learning and Higher Education, 2019
Technology advancements in the present era have tremendous impact on teaching and learning as well. The present research aims to answer the research question; whether use of technology would help and support autonomous learning and also enhance student engagement? To assess this, blended learning approach was applied in a business course. "Blended learning" refers to combining face-to-face learning with online learning experience. The detailed findings of a study conducted to assess the impact of blended learning initiative on student's engagement and overall learning in a business course has been reported in the paper. In addition, it also draws student's perspective on blended learning approach. LMS (Learning Management System), the eLearning platform, was extensively used for flipped classroom and other activities which were applied in Organizational Behavior course throughout one semester (16 weeks). Multiple sources were used for data collected; focus-group interviews; student surveys and LMS records. For comparison purpose, the course learning outcome achievement data were collected from two sections of this course; first, the test group (Section A) and second the control group (Section B). The results clearly show an increase in students learning in the test group (where blended learning was applied), in terms of learning outcome achievement and overall engagement with online activities as well as in class activities. This was depicted in their on-line quiz results, time spent and quality of contribution on online forums, discussions and glossary. According to student's perspective (test group), they felt motivated as they had some control over time, place or pace for learning. The evidence is found for the positive outcomes of blended learning approach; leads to higher student achievement and improves student engagement. Based on the analysis, the study contributes with its fruitful findings to the literature of Blended learning. Strong implications can be drawn for both the Instructor and the Institutions who wish to implement blended learning approach. Consequently, meaningful reforms in the higher education can be future direction for the government.
Propelling Student Engagement in Blended Learning Courses
Journal of Perspectives in Applied Academic Practice, 2023
This paper looks at the realities of blended learning; a continually developing approach to education that is in need of more research in order to maximise student engagement, and develop best practice. Using a mixed methods approach, the potential explanatory factors of the level of student engagement in learning in a respected English Higher Education institution are explored. By calculating how many days within the semester the median student accessed the Virtual Learning Environment [VLE] per module [n=562], each is categorised as having 'High', 'Medium' or 'Low' student engagement. The outcomes are supplemented by a thematic analysis of semi-structured interviews with Module Leaders. The results suggested that engaging Blended Learning courses have a higher number of formative assessments, more recordings available, are delivered in a way that is best suited for the student cohort (whether that be remote, in-person or hybrid), and have resources on the VLE of a higher quality than quantity. To maximise student engagement, Module Leaders should interweave active learning and didactic teaching in their seminars and lectures, have a high level of enthusiasm for the subject material, and have a strong ability in the educational technology available to them. It can be concluded that in transforming the way Module Leaders are trained, and in how they build and deliver their blended learning courses, we may create a shift towards a higher level of student engagement. There are important lessons here for senior leaders in terms of how they understand blended learning, how it relates to their values and vision, and what strategies they might use to encourage and plan for best practice.
Conceptualizing Blended Learning Engagement
2016
Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychology and Technology, BYU Doctor of Philosophy Learner engagement, or the involvement of the student’s cognitive and emotional energy to accomplish a learning task, has been called “the holy grail of learning” (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21st century, learning will be increasingly “blended,” combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing literature on learner eng...
Learner engagement in blended learning environments: A conceptual framework
Online Learning, 2019
Learner engagement correlates with important educational outcomes, including academic achievement and satisfaction. Although research is already exploring learner engagement in blended contexts, no theoretical framework guides inquiry or practice, and little consistency or specificity exists in engagement definitions and operationalizations. Developing definitions, models, and measures of the factors that indicate learner engagement is important to establishing whether changes in instructional methods (facilitators) result in improved engagement (measured via indicators). This article reviews the existing literature on learner engagement and identifies constructs most relevant to learning in general and blended learning in particular. The authors present a possible conceptual framework for engagement that includes cognitive and emotional indicators, offering examples of research measuring these engagement indicators in technology-mediated learning contexts. The authors suggest future studies to test the framework, which they believe will support advances in blended learning engagement research that is increasingly real-time, minimally intrusive, and maximally generalizable across subject matter contexts.
Conceptualizing Blended Learning Engagement Conceptualizing Blended Learning Engagement
2016
Conceptualizing Blended Learning Engagement Lisa R. Halverson Department of Instructional Psychology and Technology, BYU Doctor of Philosophy Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning" (Sinatra, Heddy, & Lombardi, 2015, p. 1) because of its correlations to academic achievement, persistence, and satisfaction. In the 21 st century, learning will be increasingly "blended," combining face-to-face with computer-mediated instruction. Research is already exploring learner engagement in blended contexts, but no theoretical framework guides inquiry or practice. Developing models and measures of the factors that facilitate learner engagement is important to the advancement of the domain. This multiple-article format dissertation addresses the theoretical gap in research on learner engagement in blended settings. The first article reviews the existing ...
Overcoming barriers to student engagement in Active Blended Learning
2017
The University of Northampton has taken an institutional approach to learning and teaching through the widespread adoption of Active Blended Learning (ABL) as its new ‘normal’. To find out more please visit: https://www.northampton.ac.uk/ilt/current-projects/waterside-readiness/ However, student engagement has been highly variable, which has created a number of challenges for staff. Semi-structured qualitative focus groups have been undertaken with 201 undergraduate students across all the year groups and faculties during the academic year 16/17 based on a pilot study of 24 students in academic year 15/16. These focus groups have been looking at trying to uncover the students own perceptions and experiences of ABL in order to unpick the reasons behind varying patterns and engagements and to glean student insight into the factors that inhibit or encourage engagement with ABL. The study has revealed a number of key factors which students identify as having a significant impact on thei...
2018
In higher education, e‑learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared face‑to‑face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., the highest learning outcome, creates the most satisfied students or has the highest rate of course completion. However, these studies often show that teaching and learning are influenced by more than teaching format alone. Many factors play significant roles, and this literature review will look further into some of them.The review has a special interest in professional bachelor education and teacher training, and it focusses on factors that influence learning experiences in e‑learning, online learning and blended learning. Thus, the research question of the review is as follows: Which factors are found to influence e‑learning and bl...
Learning about Blended Learning through Students' Experiences
IGI Global eBooks, 2016
The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.