This qualitative study examined how teachers fostered student engagement in blended learning (BL), i.e., blended, blended online, and blended synchronous courses that combine synchronous and asynchronous activities. Twenty semi-structured interviews with teachers in various disciplines, at the undergraduate or graduate level in four universities, were conducted and analyzed using an inductive approach. Therefore, the study proposed a broad and comprehensive picture of teachers’ strategies to enhance student engagement in BL, that were classified in three meta-categories concerning (i) the course structure and pace; (ii) the selection of teaching and learning activities; and (iii) the teacher’s role and course relationships. Strategies were also linked with student engagement dimensions (behavioral, emotional, cognitive), whenever possible. The findings particularly emphasized the importance of a well-structured and -paced course, fully exploiting and integrating synchronous and asynchronous modes of BL. Clearly communicating how the course would unfold and corresponding expectations as well as establishing trusting relationships at the beginning of the semester also appeared as key to foster student engagement in BL. The use of various digital tools was also highlighted to promote student behavioral and emotional engagement at the undergraduate level, whereas cognitive and emotional engagement of graduate students was mainly targeted through experience-sharing and learning co-construction between students.

这项定性研究检查了教师如何在混合学习 (BL) 中培养学生的参与度，即混合式、在线混合式和结合同步和异步活动的混合式同步课程。使用归纳方法对四所大学本科或研究生水平的各学科教师进行了 20 次半结构化访谈。因此，该研究提出了一个广泛而全面的教师策略，以提高学生对 BL 的参与度，这些策略被分为三个元类别，涉及 (i) 课程结构和速度；(ii) 教学活动的选择；(iii) 教师的角色和课程关系。只要有可能，策略也与学生参与维度（行为、情感、认知）相关联。研究结果特别强调了结构良好且节奏合理的课程的重要性，充分利用和整合 BL 的同步和异步模式。清楚地传达课程将如何展开和相应的期望以及在学期开始时建立信任关系似乎也是促进学生参与 BL 的关键。还强调使用各种数字工具来促进本科生的行为和情感参与，而研究生的认知和情感参与主要通过学生之间的经验分享和学习共建来实现。清楚地传达课程将如何展开和相应的期望以及在学期开始时建立信任关系似乎也是促进学生参与 BL 的关键。还强调使用各种数字工具来促进本科生的行为和情感参与，而研究生的认知和情感参与主要通过学生之间的经验分享和学习共建来实现。清楚地传达课程将如何展开和相应的期望以及在学期开始时建立信任关系似乎也是促进学生参与 BL 的关键。还强调使用各种数字工具来促进本科生的行为和情感参与，而研究生的认知和情感参与主要通过学生之间的经验分享和学习共建来实现。