Maximising Student Engagement in Online and Blended Learning: A Survey of Learner Preferences

Abstract

Blended learning is the integration of classroom face-to-face (F2F) learning with online learning experiences to engage students in a flexible learning framework. F2F lecturing is generally described as being more engaging. However, the incorporation of online resources gives students choice and flexibility in how they approach their studies, and can offer an additional tool to further enhance and re-enforce content delivered F2F. Concepts of emotional and cognitive engagement and self-determination theory have attracted attention as a possible way to describe and influence student engagement in blended learning. A recent survey at the University of Glasgow Singapore (UGS) found that students perceive the incorporation of online resources favourably, with recommendations for 40-60% of teaching experiences to be video-based/online. It is important that the online content, format and delivery are designed to maximise student engagement. However, there is no consensus on the best format and balance between online work vs traditional face to face (F2F) setting to achieve this outcome, and best practice guidelines are lacking. The objective of our study is to develop a series of pilot online resources across four engineering programmes and obtain student feedback through structured questionnaires, to identify what indicators and facilitators enhance engagement. In this paper, we present findings from the questionnaires on the learners' preferences and identify content and formats that are best received through online sources. In particular, our findings identify recorded video tutorials in combination with F2F lectures as a powerful tool to enhance student satisfaction and engagement.