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Journal Issue
Volume 17 Issue 2 / Jun 2019  pp131‑208

Editor: Antonios Adreatos

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The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life‑Long Distance Education  pp131‑143

Stylianos Mystakidis, Eleni Berki, Juri Valtanen

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Critical Components of Formative Assessment in Process‑Oriented Guided Inquiry Learning for Online Labs  pp144‑157

Saptarshi Purkayastha, Asha K. Surapaneni, Pallavi Maity, Anushri S. Rajapuri, Judy W. Gichoya

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Using Gamification in a Teaching Innovation Project at the University of Alcalá: A New Approach to Experimental Science Practices  pp158‑171

Dolores López Carrillo, Amelia Calonge García, Teresa Rodríguez Laguna, Germán Ros Magán, José Alberto Lebrón Moreno

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Exploring the Potential of the Learning Designer as a Teacher Support Tool  pp172‑182

Eleni Zalavra, Kyparisia Papanikolaou

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Driving High Inclination to Complete Massive Open Online Courses (MOOCs): Motivation and Engagement Factors for Learners  pp183‑195

Lee Yen Chaw, Chun Meng Tang

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3‑M Model for Uncovering the Impact of Multi‑level Identity Issues on Learners’ Social Interactive Engagement Online  pp196‑208

Paula Charbonneau-Gowdy, Jessica Chavez

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Abstract

Abstract: A growing trend in higher education institutions (HE) to move course offerings to Blended Learning (BL) modes is challenging many of our traditional views and practices of teaching and learning. Part of the problem is that many of those working within these institutions at the macro, meso and micro levels have stubbornly resisted abandoning the view that knowledge is imparted by the institution and that knowledge is consumed by students. Advances in technology have upturned this positionality as learners and institutions alike realize that roles are evolving in the process of education. Tracking the scholarship on BL, for example, reveals a major issue preventing successful learning outcomes is reticence on the part of learners to be socially interactive and engaged online. Through the lens of socialcultural and identity theories and a conceptualization of engagement being composed of behavioural, emotional and cognitive components, this paper aims to respond to a call for greater insight into this pressing issue. With findings from a recent qualitative longitudinal study of a BL program in a large private‑for‑profit university in Chile we unravel the complex social psychological aspects that contribute to learners’ willingness, or unwillingness, to engage in interacting with others and with content online – an essential determinant of successful learning and quality BL programs. A critical discussion of the findings from multiple qualitative data sources reveals that the general lack of undergraduate students’ incentive to develop agency and adopt empowered learner identities characteristic of active participators online, is strongly influenced by the assumed or imposed identities of teachers, academic leaders and institutional decision makers that create a climate that fails to nurture community building in these contexts. Abundant evidence suggests a model for BL in HE that could lead to decisive, strategic and coordinated action at each level and measurable improvement in student online learning engagement and outcomes. 

 

Keywords: Blended Learning, higher education, learner engagement, macro-meso-micro level inquiry, identity theory

 

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