Leiden University Scholarly Publications

Persistent URL of this record https://hdl.handle.net/1887/4252733

Documents

In Collections

This item can be found in the following collections:

Wang, L. (2025)

Design for engagement in blended learning: insights, practices, and challenges

Doctoral Thesis
In the context of the digital transformation of higher education, blended learning is becoming a widely accepted approach. Blended learning can be defined as a combination of online and face-to-face instruction, allowing students more flexibility in when, where, and how they learn (Garrison & Kanuka, 2004; Graham, 2006). However, the benefits of blended learning cannot be achieved without student engagement. Promoting student engagement in blended learning is related to students’ use of learner control. However, students may not be able to use the learner control they have effectively. In addition, pre-class learning demands a high level of self-regulation skills from students and, therefore, often poses difficulties for students who lack these skills (Akçayır & Akçayır, 2018; Rasheed et al., 2020). In this dissertation I include studies that explore strategies for supporting teachers in enhancing student engagement. I start with a narrative synthesis of factors influencing...Show moreIn the context of the digital transformation of higher education, blended learning is becoming a widely accepted approach. Blended learning can be defined as a combination of online and face-to-face instruction, allowing students more flexibility in when, where, and how they learn (Garrison & Kanuka, 2004; Graham, 2006). However, the benefits of blended learning cannot be achieved without student engagement. Promoting student engagement in blended learning is related to students’ use of learner control. However, students may not be able to use the learner control they have effectively. In addition, pre-class learning demands a high level of self-regulation skills from students and, therefore, often poses difficulties for students who lack these skills (Akçayır & Akçayır, 2018; Rasheed et al., 2020). In this dissertation I include studies that explore strategies for supporting teachers in enhancing student engagement. I start with a narrative synthesis of factors influencing engagement (Chapter 2); next, I examine how perceived learner control affects engagement at the activity level (Chapter 3). Chapters 4 and 5 focus on the relationship between students’ pre-class preparation and their engagement in class. The findings are intended to inform educators on how to optimize engagement in blended learning settings.
Show less
Blended Learning
Student Engagement
Higher Education
Learner Control
Pre-class Learning
All authors
Wang, L.
Supervisor
Admiraal, W.F.; Rijst, R.M. van der
Co-supervisor
Vetten, A.J. de
Committee
Barendregt, B.A.; Saab, N.; Kester, L.; Eysink, T.H.S.; Post, L.S.; Day, I.N.Z.
Qualification
Doctor (dr.)
Awarding Institution
Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University
Date
2025-07-01
Title of host publication
ICLON PhD Dissertation Series
ISBN (print)
9789490383503

Funding

Sponsorship
Chinese Scholarship Council