This research evaluates the effect of blended learning on various dimensions of student engagement—behavioural, emotional, cognitive, agentic, and the recently introduced collaborative aspect—within Hong Kong's educational setting. Historically characterized by conventional teaching practices, this context experienced a significant transition towards blended learning methodologies in the wake of the COVID-19 pandemic. Survey items for behavioural, emotional, cognitive and agentic engagement were adapted from Chiu (2021), while the parameters for collaborative engagement were developed through multiple rounds of discussions among the researchers and consultations with two frontline teachers who reviewed the survey based on their professional judgement. Teachers from five secondary and five primary schools, who underwent a 24-hour course focused on blended learning theories and frameworks, as well as the design of digital environments to boost student engagement, applied blended learning methods in their teaching. The students taught by these educators were the focal subjects of our research study. A total of 159 secondary (ages 12-16) and 90 primary students (ages 9-12) participated in the surveys at the start and end of the 2022/23 academic year. Significant improvements were noted in emotional, agentic, and collaborative engagement among primary students, and in behavioural and agentic engagement among secondary students. Cognitive engagement showed no change in either group. These findings indicate that well-implemented blended learning may increase student engagement, attention, and interest by promoting autonomy and interactive opportunities.

Authors:
Ka Man Lau, The Chinese University of Hong Kong, Hong Kong
Paul Lam, The Chinese University of Hong Kong, Hong Kong

About the Presenter(s)
Ms Ka Man Lau is currently based at The Chinese University of Hong Kong in Hong Kong

See this presentation on the full schedule – Friday Schedule

Bookmark