Bohle Carbonell, K., Dailey-Hebert, A., Gerken, M. and Grohnert, T. (2013) Supporting Learner Engagement through Problem-Based Learning: Institutional and Instructional Implications. In: Blessinger, P. and Wankel, C., Eds., Increasing Student Engagement and Retention in E-Learning Environments: Web 2.0 and Blended Learning Technologies, Vol. 7, Emerald, Bingley.

has been cited by the following article:

• TITLE: How to Optimize the Students’ Engagement in Blended Learning

  AUTHORS: Wentao Chen

  KEYWORDS: Optimize Engagement, Blended Learning, Learning Outcomes, Multimedia Learning

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.2, February 16, 2022

  ABSTRACT: This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning and how to optimize the students’ engagement in blended learning. Around one thousand participants from one university were randomly selected to answer questions in questionnaires. It was found that 1) the pass rates under blended learning increased compared with traditional multimedia learning and the dropout rates under blended learning decreased compared with multimedia learning; 2) males and females did not show any significant differences in learning outcomes; 3) affective factors under blended learning were significantly more favorable than those under multimedia learning; 4) under the blended learning model, male motivation was significantly higher than female; male attitude was significantly more favorable than female; males held higher self-esteem than females. However, male anxiety was significantly less than female. Reasons for the findings, as well as future research direction, were also explored.