A Continuum of Blended and Online Learning

Lakhal, Sawsen; Bélisle, Marilou

doi:10.5206/cjsotl-rcacea.2020.3.13420

Cited by 6 publications

(3 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the aim of BL to combine the benefits of synchronous interactions with online flexibility and considering the improvements in digital technologies, new BL environments that allow synchronous activities to happen online instead of face-to-face for all or part of the students have also emerged in the last 15 years (Lakhal et al, 2017. The literature describes three common BL environments: 'Traditional' Blended, Blended Online, and Blended Synchronous courses (Lakhal & Bélisle, 2020;McGee & Reis, 2012). First, Traditional Blended Courses combine face-toface with asynchronous online T&L activities.…”

Section: Blended Learningmentioning

confidence: 99%

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Heilporn

Lakhal

Bélisle

2021

Int J Educ Technol High Educ

Self Cite

187

View full text Add to dashboard Cite

This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities, were conducted and analyzed using an inductive approach. Therefore, the study proposed a broad and comprehensive picture of teachers’ strategies to enhance student engagement in BL, that were classified in three meta-categories concerning (i) the course structure and pace; (ii) the selection of teaching and learning activities; and (iii) the teacher’s role and course relationships. Strategies were also linked with student engagement dimensions (behavioral, emotional, cognitive), whenever possible. The findings particularly emphasized the importance of a well-structured and -paced course, fully exploiting and integrating synchronous and asynchronous modes of BL. Clearly communicating how the course would unfold and corresponding expectations as well as establishing trusting relationships at the beginning of the semester also appeared as key to foster student engagement in BL. The use of various digital tools was also highlighted to promote student behavioral and emotional engagement at the undergraduate level, whereas cognitive and emotional engagement of graduate students was mainly targeted through experience-sharing and learning co-construction between students.

show abstract

Section: Blended Learningmentioning

confidence: 99%

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Heilporn

Lakhal

Bélisle

2021

Int J Educ Technol High Educ

Self Cite

187

View full text Add to dashboard Cite

show abstract

“…During the last 15 years, new blended learning environments have also emerged thanks to the increased progress and use of digital technologies (Heilporn et al, 2021; Lakhal & Bélisle, 2020; Lakhal et al, 2020; Meyer & Sanchez, 2016; Power, 2020). Indeed, as several authors explained, blended learning is bound to evolve due to the convergence, over time, of face‐to‐face and online teaching and learning environments (Charlier et al, 2006; Graham, 2006; Meyer & Sanchez, 2016).…”

Section: Conceptual Background and Research Questionsmentioning

confidence: 99%

“…An example of such a convergence is that synchronous interactions may now take place online, increasing the flexibility and accessibility of higher education for students (Meyer & Sanchez, 2016; Power, 2020). It results that there are several blended course modalities, which have in common the fact that students benefit from a certain flexibility in time and/or place while preserving opportunities for synchronous interactions between students and with the instructor (Garrison & Vaughan, 2008; Heilporn et al, 2021; Lakhal & Bélisle, 2020; Lakhal et al, 2020; McGee & Reis, 2012). Among these, blended online courses combine synchronous online and asynchronous online activities (Fadde & Vu, 2014; Power, 2008, 2020; Power & Vaughan, 2010).…”

Section: Conceptual Background and Research Questionsmentioning

confidence: 99%

Examining effects of instructional strategies on student engagement in blended online courses

Heilporn

Lakhal

Bélisle

2022

Computer Assisted Learning

Self Cite

View full text Add to dashboard Cite

Background: Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies.Objectives: Given the above, this study aims to examine the influence of categories of strategies on student engagement in blended online courses.Methods: A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional-cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling. Results and Conclusions:The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines.Takeaways: This study draws upon the blended learning literature to bring together key instructional strategies that foster student engagement while highlighting empirical quantitative evidence of their effects on student engagement in blended online courses. Detailed measures of categories of instructional strategies and student engagement dimensions also provide reliable instruments for future research.

show abstract

Online teaching model in the context of blended learning environment: Experiential learning and TAM

Lai,

She,

2024

Educ Inf Technol

View full text Add to dashboard Cite

A Continuum of Blended and Online Learning

Cited by 6 publications

References 17 publications

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

An examination of teachers’ strategies to foster student engagement in blended learning in higher education

Examining effects of instructional strategies on student engagement in blended online courses

Online teaching model in the context of blended learning environment: Experiential learning and TAM

Contact Info

Product

Resources

About