Heilporn Géraldine, Lakhal Sawsen, Bélisle Marilou
Département de Pédagogie, Faculté d'Éducation, Université de Sherbrooke, 2500, boulevard de l'Université, Sherbrooke, QC J1K 2R1 Canada.
Centre de Recherche Interuniversitaire sur la Formation et la Profession Enseignante (CRIFPE-Sherbrooke), Sherbrooke, Canada.
Int J Educ Technol High Educ. 2021;18(1):25. doi: 10.1186/s41239-021-00260-3. Epub 2021 May 10.
This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities, were conducted and analyzed using an inductive approach. Therefore, the study proposed a broad and comprehensive picture of teachers' strategies to enhance student engagement in BL, that were classified in three meta-categories concerning (i) the course structure and pace; (ii) the selection of teaching and learning activities; and (iii) the teacher's role and course relationships. Strategies were also linked with student engagement dimensions (behavioral, emotional, cognitive), whenever possible. The findings particularly emphasized the importance of a well-structured and -paced course, fully exploiting and integrating synchronous and asynchronous modes of BL. Clearly communicating how the course would unfold and corresponding expectations as well as establishing trusting relationships at the beginning of the semester also appeared as key to foster student engagement in BL. The use of various digital tools was also highlighted to promote student behavioral and emotional engagement at the undergraduate level, whereas cognitive and emotional engagement of graduate students was mainly targeted through experience-sharing and learning co-construction between students.
这项定性研究考察了教师如何促进学生参与混合式学习（BL），即结合同步和异步活动的混合式、混合在线式和混合同步课程。研究对四所大学本科或研究生阶段不同学科的教师进行了20次半结构化访谈，并采用归纳法进行分析。因此，该研究全面且广泛地呈现了教师提高学生参与混合式学习的策略，这些策略被归类为三个元类别，分别涉及：（i）课程结构与节奏；（ii）教学活动的选择；（iii）教师角色与课程关系。只要有可能，这些策略还与学生参与度的维度（行为、情感、认知）相关联。研究结果特别强调了结构良好且节奏合理的课程的重要性，要充分利用和整合混合式学习的同步和异步模式。清晰地传达课程将如何展开以及相应的期望，以及在学期开始时建立信任关系，似乎也是促进学生参与混合式学习的关键。研究还强调了使用各种数字工具来促进本科学生的行为和情感参与，而研究生的认知和情感参与主要通过学生之间的经验分享和学习共建来实现。
