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Does Blended Learning Enhance Student Engagement? Evidence From Higher Education
Does Blended Learning Enhance Student Engagement? Evidence From Higher Education
Research Article
jsahni@psu.edu.sa
Received date: 3 August 2018; Accepted date: 12 December 2018; Published date: 16 January 2019
Copyright © 2019. Jolly Sahni. Distributed under Creative Commons CC-BY 4.0
Abstract
Technology advancements in the present era have tremendous impact on teaching and learning as
well. The present research aims to answer the research question; whether use of technology would
help and support autonomous learning and also enhance student engagement? To assess this, blended
learning approach was applied in a business course. “Blended learning” refers to combining face-to-
face learning with online learning experience. The detailed findings of a study conducted to assess the
impact of blended learning initiative on student’s engagement and overall learning in a business
course has been reported in the paper. In addition, it also draws student’s perspective on blended
learning approach. LMS (Learning Management System), the eLearning platform, was extensively used
for flipped classroom and other activities which were applied in Organizational Behavior course
throughout one semester (16 weeks). Multiple sources were used for data collected; focus-group
interviews; student surveys and LMS records. For comparison purpose, the course learning outcome
achievement data were collected from two sections of this course; first, the test group (Section A) and
second the control group (Section B). The results clearly show an increase in students learning in the
test group (where blended learning was applied), in terms of learning outcome achievement and
overall engagement with online activities as well as in class activities. This was depicted in their on-
line quiz results, time spent and quality of contribution on online forums, discussions and glossary.
According to student’s perspective (test group), they felt motivated as they had some control over
time, place or pace for learning. The evidence is found for the positive outcomes of blended learning
approach; leads to higher student achievement and improves student engagement. Based on the
analysis, the study contributes with its fruitful findings to the literature of Blended learning. Strong
implications can be drawn for both the Instructor and the Institutions who wish to implement blended
learning approach. Consequently, meaningful reforms in the higher education can be future direction
for the government.
Keywords: Blended learning, LMS (Learning management system), Flipped classroom, Autonomous
learning, Student engagement
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Cite this Article as: Jolly Sahni (2019)," Does Blended Learning Enhance Student Engagement? Evidence
from Higher Education ", Journal of e-Learning and Higher Education, Vol. 2019 (2019), Article ID 121518,
DOI: 10.5171/2019.121518
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Descriptive Statistics
else?” whereas the item from cognitive
engagement called “How well were you
The evaluation of findings draws on the concentrating?” scored the highest among
data from the practical experience of all, which clearly depicts the higher level of
students on the course and real time data cognitive engagement among students.
from LMS logs. Table 2 depicts the Considering the learners’ characteristics,
description of variables used in the survey the results depict that self efficacy scored
on student engagement and learners’ 80.3%, subject interest received overall
characteristics. The survey scores suggest 83.3% and tech-efficacy also received a
that the students were highly engaged good score of 88.4%, which means on all
while they were performing activities variables of learners’ characteristics, the
online. However, the emotional scores can be considered high and that the
engagement was found to be 78.6% and the group of students were ready for the new
cognitive engagement was surprisingly approach of blended learning, especially
higher than emotional engagement, it was the teach-efficacy. Data from the survey
found to be 88% among the sample of clearly depict that the applied approach
students. The least score was received by was successful in enhancing engagement;
item under emotional engagement, “Did both affective and cognitive.
you wish you had been doing something
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Table 3:
3 Range of activities on LMS
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Week Due
Assessment Assessment Task
In addition, LMS logs were accessed to engaged in the array of activities posted on
check the details of student participation LMS. Moreover, the quality of contribution
in activities which were posted online in discussion forum was also found to be of
during the month of February, March and a good standard.
April. During the month of February
students were informed about the blended In addition to students’ activities and hits
learning and activities online, they were in on LMS, the academic learning
a transition mode and therefore few achievement was assessed through the
activities were uploaded on LMS. It was final grades in OB course. The results
found that the highest participation was clearly show an increase in students’
noted in the first week of March, this is learning in terms of learning outcome
when flipped classroom was implemented achievement and final grades when
in this course (week 7). Student compared to the section which did not
participation has clearly increased when implement blended learning. The
compared to the section which did not achievement of the overall course learning
implement blended learning. This was outcomes for the control section was 67
depicted in their on-line quiz results, time percent (Section B) whereas when
spent and quality of contribution on online measured for the test section it was not
forums, discussions and glossary. The data very high, however, it scored more than the
from LMS clearly show that students control group, 71 percent (Section A).
engage more with creative activities, Examining the final grades, it was found
however, the importance of face-to-face that all students passed the course and 35
instructions and lecture remains. As percent students scored an ‘A+’ and ‘A’
highlighted in focus group interviews, grade. When compared with the control
where students raised their concern about section, only 28 percent students scored
not replacing traditional classroom A+’ and ‘A’ grade and two students failed
teaching with online teaching, rather, they the course. The finding suggests that the
prefer both to complement each other. students’ engagement in the test group of
Specifically, the results suggest that course ‘organizational behavior’ has
blended learning, in addition to having a improved with the application of blended
great potential to increase students’ learning approach. The results imply that
engagement and learning, was preferred students were motivated; they enjoyed a
over traditional methods of teaching and higher level of flexibility and had a sense of
learning. The log results extracted from belongingness throughout the course
LMS show that out of 30 students enrolled learning.
in Section A (test group), 28 were actively
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The above comments suggest that students Given the importance of technology and
perceived high value in this course delivery technology driven classrooms in this age of
method. In addition, the researcher dynamic development, there is a great need
realized that the current generation is for understanding and promoting blended
techy-savvy and likes to use advanced learning approach in higher education. In
technology, therefore, if we channelize conclusion, this research study has helped
their energy in a right direction through us understand the impact of blended
the use of blended learning (using learning approach and clearly suggested
advanced technology), they can really the effectiveness of integrating technology
produce great results. in the classroom to promote autonomous
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