Towards understanding of student engagement in blended learning

A conceptualization of learning without borders

Abstract

In this paper we report on our research exploring undergraduate distance students’ experiences of engagement in a context that is blended with on-campus peers and incorporates work-based learning. Drawing on interviews of educators, a survey and focus groups with students we seek to build a picture of what engagement in learning means in the current Aotearoa New Zealand context and unravel some of the contradictions and complexities in what constitutes effective learning and teaching. This paper provides an overview of the study including a review of the way engagement has been conceptualised in online and blended learning contexts over the past decade. Findings suggest that for students, flexibility is paramount and that digital tools did support this along with helping in understanding, independence of learning and enjoyment. Students also foregrounded other less visible learning strategies and the importance of peer support outside of the classroom. There was also a link between students sense of wellbeing, inclusion and/or belonging (related to their feelings and emotions) and digital tools.