Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

Abstract

Background Much of researchers’ efforts to foster wider implementation of educational innovations in STEM has focused on understanding and facilitating the implementation efforts of faculty. However, student engagement in blended learning and other innovations relies heavily on students’ self-directed learning behaviors, implying that students are likely key actors in the implementation process. This paper explores the ways in which engineering students at multiple institutions experience the self-directed selection and implementation of blended learning resources in the context of their own studies. To accomplish this, it adopts a research perspective informed by Actor-Network Theory, allowing students themselves to be perceived as individual actors and implementors rather than a population that is implemented upon. Results A thematic analysis was conducted in two parts. First, analysis identified sets of themes unique to the student experience at four participant institutions. Then, a second round of analysis identified and explored a subset of key actors represented in students’ reported experiences across all institutions. The findings show clear similarities and differences in students’ experiences of blended learning across the four institutions, with many themes echoing or building upon the results of prior research. Distinct institutional traits, the actions of the instructors, the components of the blended learning environment, and the unique needs and preferences of the students themselves all helped to shape students’ self-directed learning experiences. Students’ engagement decisions and subsequent implementations of blended learning resulted in personally appropriate, perhaps even idiosyncratic, forms of engagement with their innovative learning opportunities. Conclusion The institutional implementation of blended learning, and perhaps other educational innovations, relies in part on the self-directed decision-making of individual students. This suggests that instructors too hold an additional responsibility: to act as facilitators of their students’ implementation processes and as catalysts for growth and change in students’ learning behaviors. Developing a greater understanding of students’ implementation behaviors could inform the future implementation efforts of faculty and better empower students to succeed in the innovative classroom.

Assessing the psychometric properties of the intrinsic motivation inventory in blended learning environments

“…The self-directed nature of blended learning necessitates that learners take increased ownership of their educational journey (Evenhouse et al, 2023). Students that are intrinsically motivated exhibit a remarkable propensity to proactively chart their learning path, guiding themselves to explore resources, establish personal objectives, and venture into subject matter well beyond the prescribed curriculum (Yin & Yuan, 2021 ).…”

“…Blended learning, the integration of traditional classroom instruction with online components (Kiketa et al, 2022), has become increasingly prevalent in educational settings, offering students a flexible and adaptive learning experience (Katal, Upadhyay, & Singh, 2023). Blended learning environments require students to navigate a diverse set of resources, often with a higher degree of self-directedness (Evenhouse, Lee, Berger, Rhoads, & DeBoer, 2023). Intrinsic motivation serves as a fundamental driver for students to actively participate in both inperson and online components of the learning process, ensuring sustained engagement (Yin & Yuan, 2021).…”

Teaching and learning of physical sciences grade 11 in rural schools through rural blended learning strategy

“…Evenhouse et al (2023) contended how blended learning platforms yield SDL, promote 21 st century skills, and align with 4IR. In addition, they proposed that this may lead to development of social constructivism, and learner-centered active learning (Evenhouse et al, 2023). Likewise, C2T had not used the marks tab for GC as presented in Figure 9.…”

The Impact of Immersive Learning on Teacher Effectiveness: A Systematic Study

“…In terms of the current educational context, the COVID19 pandemic has impacted the education sector globally, resulting in revolutionary transformations on pedagogical practices. As the pandemic has forced many schools and universities to close their physical doors, the use of digital technologies has become one of the many trends of 'new normal' that institutions and educators have adopted/adapted [5], [6]. Immersive learning has become an excellent way for students to continue their education without risking their health (through remote learning) and for teachers to maintain learner engagement and motivation.…”