Learner Engagement in Blended Learning

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Author(s): Kristian J. Spring (Brigham Young University, USA), Charles R. Graham (Brigham Young University, USA)and Tarah B. Ikahihifo (Brigham Young University, USA)
Copyright: 2019
Pages: 14
Source title: Advanced Methodologies and Technologies in Modern Education Delivery
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-5225-7365-4.ch007

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

Over a decade ago, blended learning (BL) was considered one of the most important emerging trends in higher education. It is utilized in today's society with increasing regularity and has changed the way in which instruction is provided. A recent study found that a majority of students (72%) prefer courses with some online component over traditional face-to- face (F2F) courses. Additionally, meta-analyses looking at evidence-based practices in online and blended learning have found a significant number of BL studies generally concluding that students in BL contexts performed better than those in fully online or traditional F2F contexts. Blended learning has great potential in terms of advancing student engagement and providing opportunities for researchers and practitioners to measure and cultivate that engagement and, in turn, learning outcomes.

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Learner Engagement in Blended Learning

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