The document discusses 4 research articles that examine the impact of blended learning on student engagement in high school students. The articles found that blended learning can positively impact engagement when implemented properly with considerations for student autonomy, self-regulation skills, adequate technology access, and teacher support. However, engagement is also influenced by factors like learning profiles, classroom setup, and varying perceptions of effectiveness between teachers and students. Overall, blended learning provides opportunities to support individualized learning but requires strong pedagogical design and understanding of student needs to maximize engagement.

1. Introduction to Technology in
Education
Assessment 3 Research and Evaluation
Lauren Carter- 6913179

2. Introduction
This presentation aims to investigate the impact of blended learning on student engagement
in high school students.
Blended learning can be defined as a combination of face-to-face and a digital or
technology enhanced delivery method (Bouilheres et al., 2020; Tempelaar, 2020) or a mix of
face-to-face instruction time and instruction through an online platform (Xu et al., 2020). As
online and blended learning has seen a steady increase in the past decade and is growing at
an exponential rate (Blaine, 2019), the need to understand effective interaction and the
challenges students face has also increased (Martin et al., 2022). The online learning
environment has also created an isolated environment that needs to address motivational
issues (Derakhshandeh et al., 2021).

3. Blended learning creates a unique learning environment that not only enhances the learning (Serrano
et al., 2019), but also provides students with learning resources and differentiated learning opportunities
through technology-enhanced online learning environments (Xu et al., 2020). Online learning, whether it be
hybrid, blended or fully online was in response to contemporary challenges that society was facing and to
the rapid advancement of digital technologies (Eberle et al., 2019). Blended learning provides a potential
approach to work within the current constraints in society, for example the Covid-19 pandemic (Xu et al.,
2020).
While blended learning provides not only individualised learning and autonomy for students, it also
allows for many potential approaches to financial, and manpower constraints (Xu et al., 2020). The meta
analysis from Martin et al., (2022), outlined that the debate in current literature over the engagement of
students in blended learning continues. In regards to student engagement, it is understood that engagement
can be malleable, is responsive to contextual features, and rectifiable to environmental change (Fredricks et
al., 2004). The following four articles will analyse further the impact of blended learning on student
engagement in high school students and discuss the contexts where blended learning is able to increase
student engagement.

4. Article 1: Supporting the less-adaptive student: the role of learning analytics,
formative assessment and blended learning (Tempelaar, 2020)
Journal - Assessment & Evaluation in Higher Education
Purpose - To examine further how different learning profiles are impacted by blended learning
environments and how this impacts engagement.
Intended Audience - Secondary teachers and educational leadership
Methodology
Design Participants Setting Analysis
Empirical Study 1035 students
42% female and 58% male
21% - Dutch high school
diploma
79% - international
students.
2017/2018 cohort in a
Dutch Secondary
School
K-means cluster
analysis
Inferential analysis

5. Findings and Conclusions
This article outlined that blended
learning allowed students to choose their
own learning paths. However, the data
analysis noted that self regulation is key to
being able to effectively engage in blended
and online learning (Tempelaar, 2020).
Students in this study that came from
varying backgrounds and with varying
experience engaged differently with the
online learning depending on their own self
regulation skills. The findings noted that
adaptive learners were more suited to
blended learning environments.
Limitations
The researchers
observed only a particular part
of the learning process and
were not able to follow the
students long term. Another
limitation was the varied
backgrounds of the students.
(Tempelaar, 2020)

6. Comparison to other articles
This article noted that with students taking different paths, the paths best suited to their
needs, ultimately they still ended with the same result. Meaning that, while blended learning
can increase engagement, it is not the only path students can take to reach mastery in a
subject (Tempelaar, 2020). Blaine (2019) pointed out that teachers had different perspectives
of positive and negative engagement in the learning process, potentially overlooking the true
needs of the students. However, Chiu (2021), found that a stronger sense of student
autonomy was present in blended learning.
Implications and how it supports this topic
The first article in this review, opens the discussion on self-regulation and learning
profiles in regards to engagement in a blended learning environment. Previous research in
the field of education has shown that students display a greater behavioural engagement
when they are proactive in pursuing learning opportunities (Fredricks et al., 2004). The more
recent articles analysed below, support the notion that student engagement is impacted by
the learning environment, whether that be face-to-face, blended or online learning (Bergdahl
& Bond, 2022; Blaine, 2019; Chiu, 2021).
(Tempelaar, 2020)

7. Article 2: Negotiating (dis-)engagement in K-12 blended learning (Bergdahl &
Bond, 2022)
Journal - Education and Information Technologies
Purpose - This paper aims to explore and refine further the student (dis-) engagement in regards to
digital context, work pace, learning design and teacher self -efficacy
Intended Audience - Secondary teachers and school leaders
Methodology
Design Participants Setting Analysis
Qualitative Case
Study through
classroom
observations
12 Teachers
32 Students (Years 10-12)
Upper Secondary
School in Sweden -
socially disadvantaged
inner city school
Descriptive and
interpretive thematic
analysis and descriptive
statistics

8. Findings and Conclusions
Four main themes were identified when
analysing blended learning; the blended learning
context, teacher leadership, blended learning activity,
and the student as a learner (Bergdahl & Bond, 2022).
Disengagement with the technology and blended
learning stemmed from particular teaching strategies,
not necessarily the technology. When students are
able to continue at their own pace with the blended
learning they remain engaged; when they are asked to
wait for the teacher or peers they become disengaged.
The classrooms need to be set up to allow for
charging devices, stable internet and back up plans for
when unavoidable obstacles arise (Bergdahl & Bond,
2022).
Limitations
The sample size and the
number of schools are
insufficient to generalise the
conclusions. Secondly, the
study was conducted in one
school in a socially
disadvantaged area. More
diversity of students and
schools should be selected for
increased generalisability.
(Bergdahl & Bond, 2022)

9. Comparison to other articles
This paper included more of the practical obstacles of blended learning compared to the other
three articles. Bergdahl & Bond (2022), outlined how inadequate preparation and classroom set up
can lead to disengagement with technologies and blended learning. The other articles focused more
on learning theories compared to practical implementation. In discussing the students’ engagement,
it was stated also by Tempelaar, (2020), that the knowledge gaps that appear between learners and
their own learning styles become more visible to the teachers in blended learning environments
(Bergdahl & Bond, 2022). This is an important element for teachers to consider when planning their
programs and considering how to integrate blending learning. In agreement with Blaine (2019) and
Chiu (2021), Bergdahl & Bond (2022) found an integration of digital technologies with traditional
learning could enhance learning.
Implications and how it supports this topic
This paper provided insight into the factors that affect engagement, outside of blended learning,
yet impact on the process. Bergdahl & Bond (2022) outlined the context necessary for increased
engagement in blended learning. It is worth noting that a lack of digital devices or outdated
observations from teachers, affected the effectiveness of blended learning. Structural access and
digital competence need to be combined to allow for a smooth transition between digital tools and
teacher led learning (Bergdahl & Bond, 2022).
(Bergdahl & Bond, 2022)

10. Article 3: Digital support for student engagement in blended learning based on
self-determination theory (Chiu, 2021)
Journal - Computers in Human Behavior
Purpose - This study aimed to examine how digital support and teacher support contributed to student
engagement in secondary students.
Intended Audience - Secondary teachers, educational leaders, curriculum developers
Methodology
Design Participants Setting Analysis
Case Study with a
sequential explanatory
mixed method, and
quasi-experimental
design with deductive
reasoning.
426 Grade 11 students
(aged 16 - 18 with 52%
female, 48% male).
4 teachers from 4 high
schools
Hong Kong Path analysis
Analysis of semi-
structured interviews

11. Findings and Conclusions
Technology design should fulfil the needs
identified by self-determination theory (Chiu, 2021), as
having control over their own choices impacts on
motivation and engagement. Student engagement is a
crucial element in successful learning, and in order for
blended learning to be successful, teachers must build
strong engagement in both face-to-face and
technological environments (Chiu, 2021). After
building engagement, Chiu (2021) noted that teachers
must foster and sustain the engagement and
sustaining engagement in learning with technology
can be challenging. Scaffolding and building
confidence in students was vital for engagement in
online activities (Chiu, 2021).
Limitations
This study was a short
term study in only the
secondary setting; more
extensive research across
other education sectors and
longitudinal studies could
provide more insight.
(Chiu, 2021)

12. Comparison to other articles
As explained by Bergdahl & Bond (2022), students have a desire to be in control of their own
learning and this is identified also by Chiu’s (2021) findings regarding student autonomy. Allowing
students to set the pace for their own learning and be in the driver's seat is an idea that was reflected
in all four articles analsysed in this review. However, students must be guided through appropriate
scaffolding in order to access the materials presented through digital technologies (Chiu, 2021) as
well as being supported by the understanding of the importance of student teacher relationships
(Blaine, 2019).
Implications and how it supports this topic
Blended learning should be designed in a way that promotes student autonomy but
understands learners' expertise and cognitive load. As the idea of blended learning has already been
proven to impact student engagement; it is now how it is implemented in the classroom that is
important.
(Chiu, 2021)

13. Article 4: Interaction and presence in the virtual classroom: An analysis of the
perceptions of students and teachers in online and blended Advanced Placement
courses (Blaine, 2019)
Journal - Computers & Education
Purpose - To better understand the perceptions of teachers and students towards online and blended
learning
Intended Audience - Secondary teachers and leadership
Methodology
Design Participants Setting Analysis
Qualitative design
Focus groups
Total of
253 students among all
transcripts, and 103 teachers
Secondary School in
USA
Qualitative content
analysis approach

14. Findings and Conclusions
A common misconception regarding
technology use and students is that people
assume students are already technologically
advanced, or ‘digital natives’ (Helsper & Eynon,
2010, Margaryan et al., 2011), but as Blaine
(2019) points out, this myth has been debunked by
previous research. Noting also that some students
prefer to work independently and other students
need more guidance, which comes back to the
flexibility of pace and starting points that are
offered through blended learning.
Limitations
Focus group discussions
can lead to group answers that
are not necessarily the entire
picture. The article discusses
face-to-face learning, blended
learning and online learning,
which created too much variation
in the discussion.
(Blaine, 2019)

15. Comparison to other articles
Blaine (2019), concluded that one of the greatest strengths of designing online courses and
blended learning is the level of flexibility provided to the educational context to provide courses that
meet the needs of the students. In addition to this, Chiu, (2021) explained that blended learning has
an ability to satisfy students’ needs. Meeting the needs of the students, within a supportive context
should impact engagement in a positive way. Blaine (2019) and Chiu (2021) both included the
importance of the relationship between the teacher and the student and the need to build and sustain
the relationship across all learning environments. The relationship with the teacher also needs to be
supported by structural access as outlined by Bergdahl & Bond, (2022) earlier.
Implications and how it supports this topic
This article was important as it raised the idea of varying perceptions of effectiveness between
teachers and students. This review outlined how blended learning impacted on engagement,
however Blaine (2019) argues that the understanding of effective engagement also varies.
(Blaine, 2019)

16. Conclusion
In conclusion, the articles reviewed all identify a positive impact on students' engagement
when using a blended learning approach (Bergdahl & Bond, 2022; Blaine, 2019; Chiu, 2021;
Tempelaar, 2020). However, blended learning must incorporate strong pedagogical
understanding, contextual discernment and a focus on student and teacher self-efficacy.
Blended learning environments have the ability to support a personal learning approach, (Zhang
et al., 2020) which reconceptualises the design of curriculum and instruction research and
positively impacts student engagement (Shin, 2021). While blended learning does have an
impact on student engagement there are a number of other factors that must be considered. The
implementation of the technology can amplify great teaching, but great technology cannot
replace poor teaching” (OECD, 2015b), p. 4.

17. Continued..
The issues outlined above relating to student (dis)-engagement are not in fact a
direct result of the blended learning, but a lack of preparation and understanding of
technology on the teacher or student’s part. Moving forward, to allow for positive
engagement for students there must be structural access, adequate scaffolding and a
focus on the relationship between teacher and student throughout all learning
environments. While a blended learning context can provide independence, build critical
thinking skills and allow for more individualised control, there must be a balance
between scaffolding, responsibility for understanding and constructing meaning (Blaine,
2019).

18. References
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https://doi.org/10.1016/j.compedu.2019.01.004
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