Shuang Wang
1School of Foreign Languages, Guangzhou City University of Technology, Guangzhou 510800, Guangdong, China.
2Graduate School of Management, Postgraduate Centre, Management and Science University, Shah Alam 40100, Selangor, Malaysia.
*Corresponding author: Shuang Wang
Abstract
The rapid advancement of digital technologies has enhanced the implementation of blended learning in tertiary education, which has opened new possibilities in teaching and learning. Even though technology is now a fundamental aspect of blended learning, it has not been as effective in facilitating student engagement. Current research has demonstrated that technology can aid learning in many forms, but the process by which technology can be used to improve student engagement has been given comparatively little focus. This paper reviews the literature on the relationship between technology use, student interaction, and student engagement in blended learning and discusses the role of interaction as a mediating mechanism. Based on the Technological Pedagogical Content Knowledge (TPACK) framework and the Community of Inquiry (CoI) framework, the paper presents an argument that technology helps students engage in meaningful interaction with learners, instructors, and learning materials. Instead of considering technology as a goal in itself, this paper emphasizes the need to apply technology to facilitate communication, collaboration, and active learn-ing. The discussion will help to better understand technology-enhanced learning and provide some practical implications to lecturers who want to make their blended learning environments more engaging. It also gives guidelines to future empirical studies on the interrelationship between technology use, interaction, and student engagement.
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