Introduction
Conceptual framework, literature review, and research questions
Student engagement
Blended learning
Student engagement in blended learning
Teachers’ strategies to foster student engagement in blended learning
Research questions
Method
Participants
Data collection
Undergraduate | Graduate | |
---|---|---|
Education level | 13 | 7 |
BL environment | 5 TBL, 2 BOL, 6 BSL | 5 TBL, 2 BOL |
Number of students | 45–130 TBL, 25–100 BOL, 50–300 BSL | 20–50 TBL, 7–15 BOL |
Data analysis
Results
Course structure and pace
Most teachers also emphasized the need to be very dynamic and entertaining during synchronous online meetings so as to enhance student emotional engagement.The students appreciate the more concise format, so there are fewer exercises than I could assign in face-to-face meetings […] For instance, a case study would take less time than a case we'd do face-to-face; we get right to the point. Specific questions will be asked, an application, but shorter. (P2)
Selection of teaching and learning activities
Some teachers also proposed problem-solving type assessments during or following a synchronous meeting. Such a strategy promoted both student participation in previous asynchronous activities and knowledge deepening in synchronous meetings, which encouraged their ongoing behavioral and cognitive engagement.Pretty much everyone participates, and I’ve noticed that they’re really more attentive when I use the questions on Socrative, versus the same questions on PowerPoint with answers by a show of hand. I’ve seen a really big difference in behavior. So that helped; it’s a remarkably simple digital tool, but the students really liked it. (P8)
One teacher also indicated that he used different topics to better engage the diverse student population in his course, explaining that topics or questions that unsettled the students also stimulated their engagement. Finally, most teachers enhanced the relevance of synchronous activities with a focus on integrating, experiencing, or deepening the content previously addressed asynchronously. Applying or experimenting with elements of the course content stimulated student behavioral engagement through participation, while integrating and deepening the content promoted their cognitive engagement.Often, debates can be prompted by the news, and I really feel that there is a fairly strong engagement both from the online students who start writing their thoughts quickly and from the people who are in face-to-face. At that point, I must make sure that everyone is able to speak regardless of whether they are physically present or at a distance. I think that this makes the class more dynamic. (P2)
In graduate BL courses, several teachers invited students to find their own individual learning goal, other than the course objectives, to enhance emotional and cognitive engagement from the beginning of the semester.They discover the content before we meet, and then we go further, either going deeper or experimenting. If we experiment, they’re necessarily engaged because they're in action. If we go deeper, most of the time I’ll try to put the content into practice or apply it through discussions. So their engagement comes through experience-sharing, or co-learning. (P15)
Graduate BL courses mostly relied on experience-sharing to stimulate student emotional and cognitive engagement. While the students co-constructed their learning about professional practice, the teacher provided an external view with respect to the topics discussed and ensured students’ reflection gradation, thus fostering their cognitive engagement.I let them know that the course is for them; they aren’t doing it for me. This is a way to entice them, emotionally speaking. Then, I try to engage them cognitively by highlighting the course challenges that are linked to their future profession, to explain that they’ll have to think according to specific authentic situations. I think that this approach interests them and makes them want to put in the effort; they’ll want to do the activities. (P20)
Some teachers also spoke of providing choices about the format in which to submit an assignment (e.g., text-based or video) to foster student emotional engagement. At the graduate level, one teacher also explained that teams of students had to animate discussion forums for 1 week during the semester.I offered them a fairly wide selection of subject matter to address during the class, a list of 15 issues, and I kept the 3 most popular ones […] They liked this approach because they felt being in control of the class. They were all well prepared, participated appropriately, and had synthesized the topic well. (P9)
Positioning the students in charge of the content in a leading position, while acting as facilitators whenever needed, enhanced student cognitive engagement.They have to choose a case, either encountered in real life or in their work, or they build upon several experiences of the team members. They post their case on the forum and ask 3 or 4 questions to the group, then for 15 days they’ll be in charge of directing this forum. They have to respond to each intervention, relaunch the debate […] So they're responsible for facilitating. Of course, during the time they act as facilitators, they’re engaged as interested parties, but it’s also in their interest to participate in other teams’ debates because otherwise they run the risk that others will not participate when they’re facilitating. (P15)
Teacher’s role and course relationships
Explicitly telling students how the BL course was organized, with both asynchronous and synchronous activities, encouraged their behavioral and emotional engagement. In undergraduate BL courses, in particular, several teachers indicated that making the students feel secure fostered their emotional and behavioral engagement, which is why some of them spent one or two synchronous meetings clearly explaining the course structure, organization, and communicate expectations. Clear communications at the beginning of the semester reduced student anxiety and negative emotional reactions while fostering their participation in activities. “I put a lot of attention into explaining exactly how the activity was going to happen, precisely because sometimes it's very clear to the teacher while the students are missing important information, which can make them exceedingly anxious” (P16).Before the course starts, I send a welcoming email to the students that includes a course plan and an explanation of how everything works. Really, step by step, and I repeat the procedure during the first face-to-face class. So it’s really to explain in great detail how we have to work. (P19)
Providing deadline and important topics reminders through asynchronous communication (e.g., emails or posts on the course platform) also fostered student behavioral and emotional engagement. This helped students to complete important activities while highlighting the teacher’s caring and concern, which they appreciated. Several teachers talked about reducing distance as much as possible, for instance by customizing audio and video resources. Some also provided additional short news flashes to pique students’ interest, thus stimulating their emotional engagement.For each course module, I clarify objectives and skills and specifically demonstrate how we’re going to achieve them. With a short video: "We're getting into that content; it's going to be useful for you for this reason." So I come to convince them or hook them a bit, hoping they'll participate. (P9)
Teachers also encouraged cognitive engagement by questioning students, thus realigning or relaunching discussions both asynchronously (e.g., in discussion forums) and synchronously. More than merely answering questions, they tried broadening students’ discussions or reflections to promote their cognitive engagement. “I'm going to relaunch them by saying ‘Imagine, if this situation happens, we have to do this, and then what?’ I'm going to challenge them” (P17). Several teachers also mentioned that their own engagement in a course stimulated student behavioral and cognitive engagement, because it made students want to put in an equal amount of effort. Wherever appropriate, providing general feedback regarding a specific activity or assessment, either asynchronously or synchronously, fostered student cognitive engagement. Several teachers mentioned that giving positive feedback to the whole group also promoted student emotional engagement. Regarding individual feedback, some teachers fostered student emotional engagement by providing audio or video feedback, thereby enhancing their presence. “In terms of student engagement, the importance of feedback […] [is] that they understand the how and why of their results, while being congratulated for what they did well” (P17). Furthermore, providing additional and personalized on-demand support for students with specific difficulties promoted their emotional engagement. Teachers regularly reminded students of their availability to provide support, whether synchronously online or face-to-face, which helped students get through the semester.We send weekly emails to the students, for instance saying, "Hey don't forget to do that," and I also give them some additional news like "You heard that on TV; well, it's directly related to what we discussed." Very simple, short things. Students told me they liked this approach. They found it very interesting and engaging. (P9)
Whether online synchronously, face-to-face, or sometimes online asynchronously (by email), students were happy to get help. They felt supported and this reassured them.There may be students with serious difficulties. I’d see them several times during the semester if necessary […] I tell them "Prepare your questions, I'll see you as many times as it takes." It can be by Skype, by email, depending on the nature of the problem. Those who come are super happy. (P15)