An examination of teachers\u2019 strategies to foster student engagement in blended learning in higher education

Géraldine Heilporn,Sawsen Lakhal,Marilou Bélisle

doi:10.1186/s41239-021-00260-3

Abstract

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.

Highlights

As a key component of student success in higher education, student engagement has received much attention in the last decade from administrators, practitioners, and researchers alike (Burke, 2019; Kahu & Nelson, 2018; Lee, 2014)
Course structure and pace Since Blended learning (BL) implies that the students navigate between synchronous and asynchronous modes, most teachers emphasized that course structure and pace were key to fostering student engagement
In contrast to publications with a specific focus like collaborative learning applications (e.g., Vaughan, 2014) or a limited number of participants (e.g., Jeffrey et al, 2014; Montgomery et al, 2015), this study aimed to present a broad and comprehensive picture of strategies used by teachers to enhance student engagement in BL in higher education

Summary

Introduction

As a key component of student success in higher education, student engagement has received much attention in the last decade from administrators, practitioners, and researchers alike (Burke, 2019; Kahu & Nelson, 2018; Lee, 2014). 1), it has important repercussions on perseverance, in-depth learning, student satisfaction, and academic success (Christenson et al, 2012; Halverson & Graham, 2019; Kahu, 2013; Mandernach, 2015). It is important to investigate how it can be fostered by teachers in specific learning environments. Despite suggestions of enhanced student engagement in BL, few studies in BL have addressed student engagement in their research questions, and even less so teachers’ strategies to promote student engagement (Graham, 2019; Halverson et al, 2014; Siemens et al, 2015; Taylor et al, 2018). In order to fill this knowledge gap, the present study investigates teachers’ strategies to foster student engagement in BL in higher education

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Discussion

Conclusion