The use of Virtual Learning Environment for students effective engagement in the Higher Education Institutions through knowledge management and blended learning'

Abstract

The purpose of this paper is to examine the continuously growing use of Virtual Learning Environment (VLE) for students’ effective engagement in Higher Education Institutions (HEIs) through knowledge management (KM) and blended learning (BL). Digital technology has transformed teaching and learning in such a way that VLE became indispensable part of HEIs to effectively engage students through blended learning. COVID-19 pandemic has severely affected organisations worldwide including the HEIs as institutions were compelled to close their campuses in response to lockdowns. The HEIs have responded with greater agility to transform campus teaching into virtual learning. VLE is relentlessly evolving in terms of scope and application while HEIs are renovating themselves in parallel ensuring a practical online platform for digital revolution. In this study, the identified research gap is determined to assess the level of students’ engagement in their higher education through KM and blended learning specifically using virtual learning activities. A cross-sectional quantitative methodological approach is employed to assess the use of VLE on students’ engagement through KM and blended learning. The students’ effective engagement is assessed by employing the research arithmetical analysis method based on five demographic factors including their “age, gender, field of study, ethnicity, and mode of study programme”. The collected data is systematically analysed to validate students’ cognitive, emotional, and behavioural engagement through KM and blended learning practices. The effective students’ engagement through KM and blended learning questionnaire ‘KMSEBL’© is industrialized, comprising of five essential demographic factors “age, gender, ethnicity, field of study, and mode of study”, containing 12 close-ended substances under three main dimensions to assess students’ effective engagement including ‘students’ cognitive, emotional, and behavioural factors. The data outcome is later evaluated applying the Differential Item Functioning (DIF) analysis, which indicates that students’ various groups and sub-groups responding in a different manner in context of elevated substances. The research result approves the role of technology innovation for enhanced students’ engagement in higher education through KM and blended learning practices. However, the future research will investigate what specific KM and blended learning activities are essential in engaging students from diverse demographic, geographic, psychographic groups.

Exploring Blended Learning Models Supported by Mobile Interactive Technologies in Higher Education

“…Current research primarily focuses on assessing the effects of blended learning and the application of technologies, with insufficient discussion on the analysis and application of emotional interactions in teaching. Existing studies often use questionnaires or simple observation methods to assess emotional states, which often lack real-time accuracy [12][13][14][15]. Moreover, the specific implementation and optimization of emotional analysis in blended learning models have not yet developed a mature theoretical and methodological framework, limiting the in-depth development and widespread application of blended learning models in higher education [16][17][18].…”

Multiplying success: the power of multiple simulations with graduated weighting and coordinated sequencing for learner engagement

“…The use of online digital learning resources has also been connected to the level of effective student engagement in higher education (Das and Bhuwandeep, 2022; Khilji, 2022). Several issues have been recognized in prior research that influence the level of student engagement, such as the academic disciplines (Hu and Kuh, 2002; Pike et al , 2012), institutional and student characteristics (Kuh et al , 2008; Porter, 2006), student behaviors (Pike and Kuh, 2005; Zepke, 2014) and their relationships with peers and instruction (Kember, 2004; Mottet et al , 2005).…”

Exploring the connection between deep learning and learning assessments: a cross-disciplinary engineering education perspective

“…This learning creates a favorable learning environment (Laird et al 2008) that leads to better learning outcomes and higher student engagement with the learning process (Laird et al 2008). Khilji (2022) examined the continuously growing use of virtual learning environment (VLE) for students' effective engagement as digital technology has transformed teaching and learning and as a result VLE became indispensable part of effectively engaging students through blended learning. His study investigated students' cognitive, emotional, and behavioral engagement through knowledge management and blended learning practices.…”