Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant e...

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Bibliographic Details
Published in:European journal of education Vol. 54; no. 2; pp. 273 - 286
Main Authors: Serrano, Dolores R., Dea‐Ayuela, Maria Auxiliadora, Gonzalez‐Burgos, Elena, Serrano‐Gil, Alfonso, Lalatsa, Aikaterini
Format: Journal Article
Language:English
Published: Paris Wiley-Blackwell 01-06-2019
Blackwell Publishing Ltd
Subjects:
Blended Learning
Cognitive style
College Faculty
College Students
Conventional Instruction
Educational Environment
Educational Resources
Higher Education
Instructional Design
Instructional Effectiveness
Learner Engagement
Learning Activities
Learning environment
Online Courses
Outcomes of Education
Popularity
School environment
Student Attitudes
Student Experience
Student participation
Students
Teacher Attitudes
Teacher Effectiveness
Teaching
Teaching Methods
Technology
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Summary:Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.
ISSN:0141-8211
1465-3435
DOI:10.1111/ejed.12330