Designing blended learning environments that engage students


According to Dewey (1916), "the engagement of the imagination is the only thing that makes any activity more than mechanical". Engagement, in the context of learning, refers to the “emotional and mental energy that students are willing to expend during a learning experience” (Stein & Graham, 2014). Numerous studies have shown that “academic achievement is positively influenced by the amount of active participation in the learning process” (Graham et al., 2007). This course, comprising of 5 sessions, focuses on guiding participants through an evidence-based approach to design and develop blended modules that aim to engage learners. Examples of how these principles and strategies are instantiated in various disciplinary domains in university settings will be shared at the session.



Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.

Graham, C. R., Tripp, T. R., Seawright, L., and Joeckel, G. L., (2007). Empowering or Compelling Reluctant Participators Using Audience Response Systems. Active Learning in Higher Education. 8(3), pp. 233–258.

Stein, J., and Graham, C. R. (2014). Essentials for blended learning: A standards-based guide. New York: Routledge.



For further information about the blended learning course, please contact:

Dr Adrian Lee

Deputy Director, CDTL