Understanding the quality of the student experience in blended learning environments: focussing on student engagement as a learner need

Qualitative focus groups are used to explore two case studies to understand student engagement within contrasting blended learning environments. One of these, a more technology-dependent case, used system logs alongside focus groups as convergent parallel mixed methods. This paper evaluates the use of the blended learning techniques and whether these techniques contribute to positive student engagement, a student’s psychological investment in their learning (Dietz-Uhler & Hurn, 2013) and explores the notion of student engagement as a learner need in achieving success. Gibson (2013) suggests that due to the differences between students’ multiple learning environments, more diverse pedagogical approaches need to be considered. These new methods and technologies need to ensure a positive student engagement is facilitated within the blended learning context as much as it is with traditional delivery