Institutions of higher learning increasingly incorporate Active Blended Learning (ABL) into their curricula. This transition faces challenges, as students’ negative perceptions and reluctance to...Show moreInstitutions of higher learning increasingly incorporate Active Blended Learning (ABL) into their curricula. This transition faces challenges, as students’ negative perceptions and reluctance to adapt hinder effective integration. To address the gap between the pedagogical benefits driving ABL integration and students’ experiences, this study aimed to understand the factors contributing to a supportive and motivating learning environment in the context of the current educational transition towards ABL. A mixed-methods approach was used, combining a literary review to identify possible factors influencing tutor and student adaptability, with three surveys conducted among students and tutors of a Leiden University Bachelor course. The results underscore the complex nature of student motivation and engagement within ABL, highlighting a need for multifaceted support strategies. Noteworthy factors contributing to student motivation and perceived teaching effectiveness include perceived support, psychological safety, trust, and clear and transparent instructions. The findings also suggest possible interplay between these factors, indicating a need for further research into their combined effects. Additionally, this study reveals a possible effect of social comparisons on learning outcomes and emphasises the importance of both context-specific and conventional measures in ABL research. Growth mindset students were found to prefer autonomy-oriented help. Yet, matching tutor behaviour with student preferences only increased perceived support when based on student reports of tutor behaviour. This suggests that addressing discrepancies between tutor and student perceptions could improve teaching strategies. Increased autonomy and relatedness did not significantly predict student motivation. Competence, however, did – underscoring the importance of fostering student confidence. Finally, the results emphasise the significance of task-related and relational factors in enhancing student perspectives of teaching, with salient social groups potentially influencing students’ perceptions of tutors. These insights provide valuable guidance for future research aimed at creating an informed ABL implementation strategy that caters to the needs of both students and educators.Show less
