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‘Fostering student engagement in a blended-learning environment’

‘Fostering student engagement in a blended-learning environment’


Dr Marie-Thérèse Batardière

(French, MLAL)

School of Modern Languages and Applied Linguistics Research Seminar

Wednesday 30 March


Venue: A1053


Web-based tools, such as blogs, wikis, and online forums, allow learners to move away from a teacher controlled environment and to adopt a more active role in their learning experience while increasing the human and communicative aspect of their learning. Furthermore, asynchronous communication affords learners more time for reflection and knowledge construction thus shifting the learning responsibility from teachers to learners. A number of studies (Shea et al, 2010; Weerasinghe et al, 2012; to name but two) provide evidence that inquiry-based discussions can promote deep and meaningful learning with minimal or no teacher support. These authors have nonetheless underlined the critical importance of course design and students´ engagement to achieve a high level of online collaboration. In light of these recent findings, my current research focuses on the type of cognitive processes that learners experience during a computer mediated collaborative task and explores the potential causal relationship between the instructional strategies and the students’ cognitive activity.


Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the Community of Inquiry framework: A Re-examination of measures and approach. International Review of Research in Open and Distance Learning 11(3), 127-154.


Weerasinghe, T., Ramberg, R., Hewagamage, H., (2012). Inquiry-Based Learning With and Without Facilitator Interactions. International Journal of E-Learning and Distance Education, 26(2), AU Press.