What the students do online in blended learning environments: deep, surface and strategic approach
Abstract: The paper reports the results of a cross-case study analysis of how students’ approaches to learning are demonstrated in blended learning environments. It was propositioned that approaches to learning as key determinants of the quality of student learning outcomes are specifically demonstrated in how students utilise technology in blended learning contexts. Three case studies were conducted in a single British university and the findings were analysed across all three studies to expose their relatability. The results showed that a deep approach can be consistent with an intentionally selective use of facilities within the online environment. Similarly, a strategic approach can be consistent with overall higher levels of online activity. Conclusions highlight that approaches to learning within a blended learning context are dependent on the level as well as the quality of the face-to-face and online instruction.