scholarly journals Does Blended Learning Enhance Student Engagement? Evidence from Higher Education

2019 ◽  
Vol 2019 ◽  
pp. 1-14 ◽  
Author(s):  
Jolly Sahni
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

2019 ◽  
Vol 54 (2) ◽  
pp. 273-286 ◽  
Author(s):  
Dolores R. Serrano ◽  
Maria Auxiliadora Dea‐Ayuela ◽  
Elena Gonzalez‐Burgos ◽  
Alfonso Serrano‐Gil ◽  
Aikaterini Lalatsa
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Technology Enhanced Learning ◽  
Enhanced Learning

scholarly journals Transforming a Course to Blended Learning for Student Engagement

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Charles E. Downing ◽  
Julia Spears ◽  
Michaela Holtz
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Blended Learning ◽  
Low Cost ◽  
Blended Instruction ◽  
Web Based ◽  
Video Tutorials ◽  
Cost Efficient ◽  
Course Features

The rising costs of higher education, along with the learning styles and needs of modern students, are changing the instructional landscape. Students of today do less and less well in the “lecture only” format, and staffing this format with live faculty is extremely expensive. MOOCs and other technology-heavy options are low cost but quite impersonal. Blended instruction has promise, with the ultimate goal of cost-efficient student engagement. This paper reports on a major course transformation to achieve student engagement in a large, formerly lecture-only course. The resulting blended-learning course features clickers, web-based operationalization of students helping students, media-rich interactive online materials, event credit, and newly added student-produced video tutorials. Results show that the addition of the student-produced video tutorials increased the student engagement in the course.

Learner Engagement in Blended Learning

2019 ◽  
pp. 79-92
Author(s):  
Kristian J. Spring ◽  
Charles R. Graham ◽  
Tarah B. Ikahihifo
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Evidence Based ◽  
Learner Engagement ◽  
Evidence Based Practices ◽  
Face To Face ◽  
Emerging Trends ◽  
Meta Analyses ◽  
Better Than

Over a decade ago, blended learning (BL) was considered one of the most important emerging trends in higher education. It is utilized in today's society with increasing regularity and has changed the way in which instruction is provided. A recent study found that a majority of students (72%) prefer courses with some online component over traditional face-to- face (F2F) courses. Additionally, meta-analyses looking at evidence-based practices in online and blended learning have found a significant number of BL studies generally concluding that students in BL contexts performed better than those in fully online or traditional F2F contexts. Blended learning has great potential in terms of advancing student engagement and providing opportunities for researchers and practitioners to measure and cultivate that engagement and, in turn, learning outcomes.

Podcasts

2022 ◽  
pp. 45-70
Author(s):  
Maria Pammer ◽  
Wendy Farrell ◽  
Antje Bierwisch ◽  
Nadin Reinstadler
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Blended Learning ◽  
Learning Opportunities ◽  
Student Feedback ◽  
Practical Implementation ◽  
Learning Context ◽  
Constructivist Learning Theory ◽  
Context Data

Podcasting, as an educational tool, is becoming increasingly prominent. This research sought to understand how podcasting could be used to support active student engagement in higher education, coming largely from a constructivist learning theory perspective. The case study focused on the practical implementation of student-created podcasting in a blended learning context. Data was gathered in the form of student feedback and interviews. Overall findings were that the students did find the experience engaging and appreciated the variety of learning opportunities. It will be necessary for instructors to ensure that students understand how to create quality podcasts and also recognize their responsibility to deliver quality content to their peers.

Higher Education Student Engagement Scale

2019 ◽  
Author(s):  
Karen C. H. Zhoc ◽  
Beverley J. Webster ◽  
Ronnel B. King ◽  
Johnson C. H. Li ◽  
Tony S. H. Chung
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Education Student ◽  
Engagement Scale

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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