Examining effects of instructional strategies on student engagement in blended online courses

Heilporn, Géraldine; Lakhal, Sawsen; Bélisle, Marilou

Publication :
Examining effects of instructional strategies on student engagement in blended online courses

bul.description.provenance	elcou28 chlac
dc.contributor.author	Heilporn, Géraldine
dc.contributor.author	Lakhal, Sawsen
dc.contributor.author	Bélisle, Marilou
dc.coverage.spatial	Québec (Province)
dc.date.accessioned	2022-10-20T20:53:10Z
dc.date.available	2022-10-20T20:53:10Z
dc.date.issued	2022-07-11
dc.description.abstract	Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies. Therefore, this study aimed to examine the influence of categories of strategies on student engagement in blended online courses. A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional-cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling. The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines. Providing a large-scale portrait of how instructional strategies relate to student engagement in blended online courses, practical implications for teachers were also discussed.	en
dc.identifier.doi	10.1111/jcal.12701
dc.identifier.issn	0266-4909
dc.identifier.uri	http://hdl.handle.net/20.500.11794/102703
dc.language	eng
dc.publisher	Oxford : Blackwell Science
dc.rights	http://purl.org/coar/access_right/c_f1cf
dc.subject	Higher education	en
dc.subject	Blended and online learning	en
dc.subject	Student engagement	en
dc.subject	Instructional strategies	en
dc.subject.rvm	Enseignement sur le Web
dc.subject.rvm	Apprentissage mixte
dc.subject.rvm	Engagement scolaire
dc.subject.rvm	Stratégies d'apprentissage
dc.subject.rvm	Enseignement supérieur -- Effets des innovations sur
dc.title	Examining effects of instructional strategies on student engagement in blended online courses
dc.type	article de recherche
dcterms.bibliographicCitation	Journal of Computer Assisted Learning, (2022)
dcterms.dateAccepted	2022-05-26
dspace.accessstatus.time	2023-03-31 18:00:23
dspace.entity.type	Publication
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rioxxterms.version	AM
rioxxterms.version-of-record	https://doi.org/10.1111/jcal.12701