Can a blended learning environment enhance teaching and learning in large heterogeneous first-year classes?: a study in a private higher education institution

Quantitative data were collected using The Study Process Questionnaire, student engagement online and student assessment grades. Qualitative data were collected via focus group discussions with the various student cohorts which participated in the research.<br><br>The quantitative results suggested that students who actively engaged online did become deeper learners over the semester and their grades were significantly better than students who did not engage online.

The findings from the focus group discussions were very illuminating. Four strong themes emerged, representing the aspects of the online dimension to the module which students found the most valuable: the teaching and learning environment; supportive learning environment; reinforcement of learning; and heterogeneity of resources. Students particularly valued the feedback loops which the blended environment provided and the link which this gave them to the lecturer and to fellow students.<br><br>A suggested model for developing online courses emerged from the research findings (Table 6-1) which embodies the essence of the Community of Inquiry model.

The application of the theory in a classroom setting by the researcher has inspired novice lecturers to embrace technology, and gradually champions of blended learning are emerging on campus. The findings from this research will continue to facilitate the development of blended modules in the college, with additions to the repertoire of activities continuously developing.<br>