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Effective instructional strategies and technology use in blended learning: A case study
Meina Zhu1, Sarah Berri1, Ke Zhang1
1Learning Design and Technology, Wayne State University, Detroit, MI USA.
Education and Information Technologies
|June 14, 2021
Summary
This study on blended learning (BL) found that real-time interactions and immediate feedback enhance graduate student engagement. Simplifying technology and providing technical support are crucial for effective blended learning experiences.
Area of Science:
- Education
- Educational Technology
- Higher Education
Background:
- Blended learning (BL) combines face-to-face and online educational methods.
- Effective instructional strategies and technology integration are key challenges in BL.
Purpose of the Study:
- To explore effective instructional strategies and technology use in a graduate-level blended learning course.
- To identify factors influencing student engagement and learning outcomes in BL.
Main Methods:
- A qualitative case study approach was used, collecting data from student interviews, course evaluations, online debates, reflection journals, and instructor reflections.
- Thematic analysis and descriptive statistics were employed for data analysis.
Main Results:
- Students highly valued synchronous (real-time) interactions with peers and instructors.
- Asynchronous discussions were found to be less effective when inappropriately implemented.
- Immediate feedback significantly motivated students and improved work quality.
- Learning technologies are critical but require simplification and streamlined use.
- Adequate technical support is essential for reducing cognitive load.
Conclusions:
- Effective blended learning design prioritizes synchronous interaction and timely feedback.
- Careful consideration of asynchronous activity design and technology usability is necessary.
- Streamlined technology integration and robust technical support are vital for successful BL implementation.
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