QUALITATIVE INSIGHTS INTO LEARNER ENGAGEMENT, ATTITUDES, AND PERCEIVED EFFECTIVENESS OF THE MIXED LEARNING APPROACH
Keywords:
Mixed learning; blended learning; learner engagement; student attitudes; perceived effectiveness; qualitative research; higher education; learner autonomy.Abstract
The rapid integration of digital technologies into education has led to the widespread adoption of mixed (blended) learning approaches, combining face-to-face instruction with online learning environments. This study explores qualitative insights into learner engagement, attitudes, and perceived effectiveness of the mixed learning approach among university students. Grounded in constructivist and sociocultural learning theories, the research investigates how learners experience blended instruction and how it shapes their motivation, participation, and learning outcomes. A qualitative research design was employed, involving semi-structured interviews, focus group discussions, and reflective journals from 40 undergraduate students. The findings reveal that mixed learning fosters higher engagement through flexibility, autonomy, and interactive tools, while also presenting challenges such as technological barriers and self-regulation difficulties. Overall, learners expressed positive attitudes toward blended learning, emphasizing its effectiveness in promoting deeper understanding and independent learning skills. The study offers pedagogical implications for optimizing mixed learning environments in higher education contexts.
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