581
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Blended online courses: students’ learning experiences and engaging instructional strategies

ORCID Icon, ORCID Icon &
Pages 233-256 | Received 14 Mar 2022, Accepted 21 May 2023, Published online: 07 Jun 2023

References

  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
  • Arghode, V., Wang, J., & Lathan, A. (2017). Exploring professors’ engaging instructional practices: A collective case study. Journal of the Scholarship of Teaching & Learning, 17(4), 126–149. https://doi.org/10.14434/v17i4.22099
  • Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: validation of the student engagement instrument. Journal of School Psychology, 44(5), 427‑445. https://doi.org/10.1016/j.jsp.2006.04.002
  • Baker, C. K., & Hjalmarson, M. (2019). Designing purposeful student interactions to advance synchronous learning experiences. International Journal of Web-Based Learning and Teaching Technologies, 14(1), 1–16. https://doi.org/10.4018/IJWLTT.2019010101
  • Boekaerts, M. (2016). Engagement as an inherent aspect of the learning process. Learning & Instruction, 43, 76‑83. https://doi.org/10.1016/j.learninstruc.2016.02.001
  • Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design of blended learning: A systematic literature review. Educational Research Review, 22(Supplement C), 1–18. https://doi.org/10.1016/j.edurev.2017.06.001
  • Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009
  • Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568‑583. https://doi.org/10.1080/01587919.2018.1520041
  • Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352‑372. https://doi.org/10.1080/01587919.2021.1956301
  • Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(2), 1‑30. https://doi.org/10.1186/s41239-019-0176-8
  • Burke, K., Fanshawe, M., & Tualaulelei, E. (2021). We can’t always measure what matters: Revealing opportunities to enhance online student engagement through pedagogical care. Journal of Further and Higher Education, 46(3), 287–300. https://doi.org/10.1080/0309877X.2021.1909712
  • Charlier, B., Deschryver, N., & Peraya, D. (2006). Apprendre en présence et à distance. Une définition des dispositifs hybrides. Distances et savoirs, 4(4), 469‑496. https://doi.org/10.3166/ds.4.469-496
  • Christenson, S. L., Reschly, A. L., & Wylie, C., Eds. 2012. Handbook of Research on Student Engagement. Springer US. https://doi.org/10.1007/978-1-4614-2018-7.
  • Creswell, J. W., & Plano Clarck, V. L. (2018). Designing and Conducting Mixed Methods Research (3th ed.). Sage.
  • Fadde, P. J., & Vu, P. (2014). Blended online learning: Benefits, Challenges, and misconceptions. Online learning: Common misconceptions, benefits and challenges, 9(4), 33‑48.
  • Farrell, O., & Brunton, J. (2020). A balancing act: A window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 1‑19. https://doi.org/10.1186/s41239-020-00199-x
  • Fortin, M.-F., & Gagnon, J. (2016). Fondements et étapes du processus de recherche. Méthodes quantitatives et qualitatives (3th ed.).
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59‑109. https://doi.org/10.3102/00346543074001059
  • Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning & Instruction, 43, 1‑4. https://doi.org/10.1016/j.learninstruc.2016.02.002
  • Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558
  • Gasiewski, J. A., Eagan, M. K., Garcia, G. A., Hurtado, S., & Chang, M. J. (2012). From gatekeeping to engagement: A multicontextual, mixed method study of student academic engagement in introductory STEM courses. Research in Higher Education, 53(2), 229–261. https://doi.org/10.1007/s11162-011-9247-y
  • Gilbert, J., Morton, S., & Rowley, J. (2007). E‐Learning: The student experience. British Journal of Educational Technology, 38(4), 560–573. https://doi.org/10.1111/j.1467-8535.2007.00723.x
  • Graham, C. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Dans, C. R. Bonk et, & Graham (dir.), (Eds.), The handbook of blended learning: Global perspectives, local designs (p. p. 3‐21). Hoboken, NJ: John Wiley & Sons. doi:10.2307/4022859
  • Ghani, S., & Taylor, M. (2021). Blended learning as a vehicle for increasing student engagement. New Directions for Teaching and Learning, 2021(167), 43‑51. https://doi.org/10.1002/tl.20458
  • Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145‑178. https://doi.org/10.24059/olj.v23i2.1481
  • Heilporn, G., Lakhal, S., Bélisle, M., & St-Onge, C. (2020). Student engagement: A multidimensional measurement scale applied to blended course modalities at the university level. Mesure et évaluation en éducation, 43(spécial), 1–31. https://doi.org/10.7202/1089051ar
  • Heilporn, G., Lakhal, S., & Bélisle, M. (2021). An examination of teachers’ strategies to foster student engagement in blended learning in higher education. International Journal of Educational Technology in Higher Education, 18(1), 1–25. https://doi.org/10.1186/s41239-021-00260-3
  • Heilporn, G., Lakhal, S., & Bélisle, M. (2022). Examining effects of instructional strategies on student engagement in blended online courses. Journal of Computer Assisted Learning, 38(6), 1657–1673. https://doi.org/10.1111/jcal.12701
  • Hew, K. F., Jia, C., Gonda, D. E., & Bai, S. (2020). Transitioning to the “new normal” of learning in unpredictable times: Pedagogical practices and learning performance in fully online flipped classrooms. International Journal of Educational Technology in Higher Education, 17(1), 1‑22. https://doi.org/10.1186/s41239-020-00234-x
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. (March 27, 2020). https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564‑569. https://doi.org/10.1007/s11528-019-00375-5
  • Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588‑600. https://doi.org/10.1037/a0019682
  • Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13, 121‑140. https://doi.org/10.28945/1968
  • Johnson, N. (2019). Évolution de l’apprentissage en ligne dans les universités et collèges du Canada : Sondage national sur la formation à distance et l’apprentissage en ligne 2019 (p. 72). Association canadienne de recherche sur la formation en ligne. http://www.cdlra-acrfl.ca/wp-content/uploads/2020/07/2019_national_fr.pdf
  • Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758‑773. https://doi.org/10.1080/03075079.2011.598505
  • Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58‑71. https://doi.org/10.1080/07294360.2017.1344197
  • Lakhal, S., & Bélisle, M. (2020). A continuum of blended and online learning. Canadian Journal for the Scholarship of Teaching and Learning, 11(3), 11(3. https://doi.org/10.5206/cjsotl-rcacea.2020.3.13420
  • Lakhal, S., & Meyer, F. (2019). Blended learning. Dans encyclopedia of education and information technologies. Springer). A. Tatnall. https://doi.org/10.1007/978-3-319-60013-0_41-1
  • Lakhal, S., Mukamurera, J., Bédard, M.-E., Heilporn, G., & Chauret, M. (2020). Features fostering academic and social integration in blended synchronous courses in graduate programs. International Journal of Educational Technology in Higher Education, 17(1), 1‑22. https://doi.org/10.1186/s41239-020-0180-z
  • Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012
  • Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
  • Lee, D., Rothstein, R., Dunford, A., Berger, E., Rhoads, J. F., & DeBoer, J. (2021). “Connecting online”: The structure and content of students’ asynchronous online networks in a blended engineering class. Computers & Education, 163, 104082. https://doi.org/10.1016/j.compedu.2020.104082
  • Lemay, R., & Mottet, M. (2009). Les méthodes pédagogiques utilisées pour construire un environnement d’apprentissage socioconstructiviste dans uncours en ligne en mode hybride. Revue internationale des technologies en pédagogie universitaire, 6(2‑3), 47‑55. https://doi.org/10.7202/1000011ar
  • Lin, L. C., Hung, I., & Chen, N. S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course. Educational Technology Research & Development, 67(6), 1573–1591. https://doi.org/10.1007/s11423-019-09698-9
  • Liu, H., Zhu, J., Duan, Y., Nie, Y., Deng, Z., Hong, X., Haugen, M., Baker, J. S., & Liang, W. (2022). Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. Educational Technology Research & Development, 70(6), 1–20. https://doi.org/10.1007/s11423-022-10131-x
  • Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205‑222. https://doi.org/10.24059/olj.v22i1.1092
  • Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. The Internet and Higher Education, 37, 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003
  • McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7‑22. https://doi.org/10.24059/olj.v16i4.239
  • Mehall, S. (2020). Purposeful interpersonal interaction: What is it and how is it measured? Online Learning, 24(1). https://doi.org/10.24059/olj.v24i1.2002
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Wiley.
  • Meyer, F., & Sanchez, E. (2016). Vers des dispositifs de formation hybrides en enseignement. In V. L. B. et L. Ria (Ed.), Apprendre à enseigner (pp. 125–139). Presses Universitaires de France. https://www.cairn.info/apprendre-a-enseigner--9782130618966-page-125.htm
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
  • Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1‑7. https://doi.org/10.1080/08923648909526659
  • Papi, C., Brassard, C., Plante, P., Savard, I., Mendoza, G. A., & Gérin-Lajoie, S. (2021). Créer dans l’urgence une formation à distance de qualité pour former… à la formation à distance : Tout un défi! Revue internationale des technologies en pédagogie universitaire, 18(1), 233‑240. https://doi.org/10.18162/ritpu-2021-v18n1-20
  • Peimani, N., & Kamalipour, H. (2021). Online education and the COVID-19 outbreak: A case study of online teaching during lockdown. Education Sciences, 11(2), 72. https://doi.org/10.3390/educsci11020072
  • Power, M. (2008). The emergence of a blended online learning environment. MERLOT Journal of Online Learning and Teaching, 4(4), 503‑514. https://doi.org/10.1145/1284621.1284643
  • Power, M. (2020). A critique of course-delivery strategies implemented by Canadian Universities. In G. Parchoma, M. Power, & J. Lock (Eds.), The finest blend. Graduate education in Canada (pp. 13–40). Athabasca University Press. https://doi.org/10.15215/aupress/9781771992770.01
  • Power, M., & Vaughan, N. (2010). Redesigning online learning for international graduate seminar delivery. Journal of Distance Education, 24(2), 19‑38. https://www.ijede.ca/index.php/jde/article/view/649
  • Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183‑204. https://doi.org/10.24059/olj.v22i1.1175
  • Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: A critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
  • Schoonenboom, J., & Johnson, R. B. (2017). How to construct a mixed methods research design. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 69(2), 107–131. https://doi.org/10.1007/s11577-017-0454-1
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). The American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
  • Taylor, M., Vaughan, N., Ghani, S. K., Atas, S., & Fairbrother, M. (2018). Looking back and looking forward: A glimpse of blended learning in higher education from 2007-2017. International Journal of Adult Vocational Education and Technology (IJAVET), 9(1), 1‑14. https://doi.org/10.4018/IJAVET.2018010101
  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237‑246. https://doi.org/10.1177/1098214005283748
  • Tualaulelei, E., Burke, K., Fanshawe, M., & Cameron, C. (2021). Mapping pedagogical touchpoints: Exploring online student engagement and course design. Active Learning in Higher Education, 23(3), 189–203. https://doi.org/10.1177/1469787421990847
  • Vaughan, N., Cleveland-Innes, M., & Garrison, R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press. http://www.aupress.ca/index.php/books/120229, https://doi.org/10.15215/aupress/9781927356470.01
  • Zepke, N. (2018). Student engagement in neo-liberal times: What is missing? Higher Education Research & Development, 37(2), 433‑446. https://doi.org/10.1080/07294360.2017.1370440
  • Zhoc, K. C. H., Webster, B. J., King, R. B., Li, J. C. H., & Chung, T. S. H. (2019). Higher education student engagement scale (HESES): Development and psychometric evidence. Research in Higher Education, 60(2), 219‑244. https://doi.org/10.1007/s11162-018-9510-6

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.