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État de publication: Publiée (2026 )
Nom de la revue: International Journal of Educational Research Open
Volume: 10
ISBN: ISSN 2666-3740
Résumé: This paper investigates teachers’ strategies to foster student engagement over the course of an academic semester in blended and online courses. More specifically, the study focuses on courses combining synchronous (face-to-face or online) and asynchronous (online) teaching and learning activities, variously labelled blended, online, blended online, blended synchronous, and other such combinations. A qualitative interpretive methodological approach was used, with 5 to 6 semi-structured individual interviews over the course of a semester with each of the 12 participants teaching such a course in various disciplines, at the undergraduate or graduate level. Interview transcripts were analyzed using a general inductive approach, while interpreting teachers’ intentions respectively to the five interrelated dimensions of student engagement (behavioral, emotional, cognitive, social, and agentic). The results show that teachers use both persistent and ad hoc strategies over the course of a semester, the latter revealing a dynamic adaptation of strategies as the course progresses.
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