Blended courses, which combine face-to-face and online learning experiences, are showing substantial growth in higher education. Such a course modality has also been identified in the literature as a favorable ground for increasing student engagement and accordingly, diverse learning outcomes. Although the importance of the instructor's role in a blended course is recognized in the literature, little research has studied instructional strategies in this course modality, particularly in relation to student engagement. This qualitative case study explores the instructional strategies that foster student engagement in graduate level blended courses in a business faculty. Semi-structured interviews of eight instructors were conducted, and information gathered was complemented by content analysis of the course plans and web portals. The findings revealed three categories of engagement strategies in blended courses: socio-affective, design and organization. Interestingly, most instructors emphasize one of these categories more than the others, in relation with a focus on emotional, cognitive or behavioral engagement of students. Several engagement strategies will be detailed and illustrated for each category, both in online and face-to-face learning experiences, in relation to the dimensions of student engagement. Particularities of engagement strategies in blended courses will also be discussed with respect to the literature.

将面对面和在线学习体验相结合的混合课程正在显示出高等教育的显着增长。这种课程模式在文献中也被认为是提高学生参与度并因此获得多样化学习成果的有利基础。虽然教师在混合课程中的作用的重要性在文献中得到了认可，但很少有研究研究这种课程模式的教学策略，特别是与学生参与相关的教学策略。这个定性案例研究探讨了促进学生参与商学院研究生水平混合课程的教学策略。对八名教师进行了半结构化访谈，收集的信息辅以课程计划和门户网站的内容分析。调查结果揭示了混合课程中三类参与策略：社会情感、设计和组织。有趣的是，大多数教师在关注学生的情感、认知或行为参与方面，比其他类别更强调其中一个类别。将针对每个类别详细说明几种参与策略，包括在线和面对面学习体验，与学生参与的维度相关。还将结合文献讨论混合课程中参与策略的特殊性。学生的认知或行为参与。将针对每个类别详细说明几种参与策略，包括在线和面对面学习体验，与学生参与的维度相关。还将结合文献讨论混合课程中参与策略的特殊性。学生的认知或行为参与。将针对每个类别详细说明几种参与策略，包括在线和面对面学习体验，与学生参与的维度相关。还将结合文献讨论混合课程中参与策略的特殊性。