Engaging first-year engineering students in hybrid/blended teaching and learning activities

Abstract

Prompted by social distancing regulations during the COVID-19 pandemic, this study engaged first-year engineering students in hybrid/blended teaching and learning activities at The Hong Kong Polytechnic University. By adopting hybrid/blended learning approaches we aimed to enhance students’ engagement and accomplish the intended learning outcomes in a flexible yet interactive learning environment. Basic concepts of Civil Engineering and Sustainable Development were introduced in the physical/digital classroom, where lectures were augmented by real-world examples. Interactive online discussion on crucial environmental and engineering issues was facilitated by course instructors and tutors with relevant expertise. Student-directed activities were emphasized to create an appropriate environment for students’ constructive and connective learning. Students’ perceptions regarding hybrid/blended teaching and learning approaches applied in this course were evaluated qualitatively and their feedback was collected through an institutional questionnaire survey. Survey results indicated a high satisfaction of the participating students regarding the course design, learning experiences, available resources, teaching arrangements, etc. Notably, students highly appreciated the encouraging and flexible approach of course instructors/tutors who stimulated their interest and motivation in self-directed learning and helped them to realize valuable learning experiences. Students’ positive perceptions in this course suggested that hybrid/blended learning approaches can be a fruitful strategy in higher education with potential integration into future curriculum design. Keywords: Higher education, hybrid/blended teaching pedagogy, face-to-face instruction, distance learning, digital classroom, COVID-19.