Promoting Student Agency with Blended Learning: A Mixed Methods Research on the Impact of Perceived Autonomy on Course Experience
Abstract: The University of Alberta allocates exclusive funding since 2014 to support the implementation of blended learning courses across campus. Although this approach is widely associated with student engagement, only a few investigations have addressed agentic engagement in blended learning. Thus, the purpose of this study was to explore whether student perceptions of agency influences their overall experience in these courses. The study used a convergent parallel mixed methods design. Participants (n = 504) responded to a 15-minute online survey that allowed them to complete the quantitative and qualitative data collection procedures simultaneously. Results from both data strands showed that student agency does influence their overall experience with blended learning.