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ERIC Number: EJ1217032
Record Type: Journal
Publication Date: 2019-Jun
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-8211
Technology-Enhanced Learning in Higher Education: How to Enhance Student Engagement through Blended Learning
Serrano, Dolores R.; Dea-Ayuela, Maria Auxiliadora; Gonzalez-Burgos, Elena; Serrano-Gil, Alfonso; Lalatsa, Aikaterini
European Journal of Education, v54 n2 p273-286 Jun 2019
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A