Blended Learning Strategies and Academic Engagement among Undergraduate Students
DOI:
https://doi.org/10.63345/Keywords:
Blended Learning, Academic Engagement, Undergraduate Students, Learning Analytics, Adaptive Learning, Digital LearningAbstract
Blended learning has become an important instructional model in undergraduate education, yet substantial variation remains in the extent to which different blended strategies sustain meaningful academic engagement. This study investigates how the sequencing and integration of face-to-face instruction, synchronous online sessions, asynchronous digital activities, collaborative tasks, and formative feedback influence multidimensional student engagement. Rather than treating blended learning as a uniform intervention, the study conceptualizes it as a dynamic learning system in which students move across interconnected physical and digital learning environments. A longitudinal learning-analytics framework is proposed to integrate students' interaction traces, participation patterns, assessment behavior, and engagement survey indicators across an academic semester.
Behavioral, cognitive, emotional, social, and agentic engagement are examined as related but distinct outcomes of different instructional configurations. The proposed analytical framework further investigates whether early-semester digital participation and cross-modal learning continuity can identify students at risk of subsequent disengagement.
The research is expected to clarify how instructional sequencing, feedback regularity, peer interaction, and learner autonomy contribute to sustained academic participation rather than short-term platform activity alone.
The study offers a data-informed framework for designing more responsive blended undergraduate courses and provides a foundation for adaptive educational systems capable of supporting engagement throughout the learning process.
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