Tertiary education institutions grapple with how to better engage students in their learning in high-enrolment, introductory courses. This paper presents a case study that examines a large-scale, faculty-level course redesign project in which this challenge was addressed through the use of blended learning models. The main research question was: Are students in blended formats engaged in their learning differently than those in the traditional formats? The first part of this paper describes the institutional policies, processes, and practices that were established to implement the course redesign project. The second part of the paper focuses on the effectiveness of the project, presenting the results of a longitudinal research study that examined changes in student engagement using the Classroom Survey of Student Engagement (CLASSE). The implications of the longitudinal evaluation and institutional strategy, structure, and support components are examined critically, as well as the project’s impact on students and on the larger university.

中文翻译：

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通过机构混合学习计划提高学生参与度：案例研究

高等教育机构正在努力解决如何让学生更好地参与高入学率的入门课程的学习。本文介绍了一个案例研究，该案例研究了一个大规模的、教师级别的课程重新设计项目，其中通过使用混合学习模型解决了这一挑战。主要研究问题是：混合形式的学生在学习上是否与传统形式的学生有所不同？本文的第一部分描述了为实施课程重新设计项目而建立的机构政策、流程和实践。该论文的第二部分侧重于该项目的有效性，展示了一项纵向研究的结果，该研究使用学生参与课堂调查 (CLASSE) 来检查学生参与的变化。