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Designing and Evaluating Blended Learning Models for Enhanced Engagement and Skill Acquisition in Engineering and IT Education
| International Journal of Computer Applications |
| Foundation of Computer Science (FCS), NY, USA |
| Volume 187 - Number 107 |
| Year of Publication: 2026 |
| Authors: Jerome Ofori-Kyeremeh |
10.5120/ijcad16c9ef60f94
|
Jerome Ofori-Kyeremeh . Designing and Evaluating Blended Learning Models for Enhanced Engagement and Skill Acquisition in Engineering and IT Education. International Journal of Computer Applications. 187, 107 ( May 2026), 24-29. DOI=10.5120/ijcad16c9ef60f94
Abstract
Blended learning, which integrates face-to-face instruction with digital learning activities, has become a transformative pedagogical approach in engineering and information technology (IT) education. This approach addresses the growing need for flexible, engaging, and skill-oriented learning experiences in disciplines that require both conceptual understanding and practical expertise. This study explores the design, implementation, and evaluation of blended learning models aimed at enhancing student engagement, intrinsic motivation, and skill acquisition. Grounded in constructivist learning theory and Self-Determination Theory (SDT), the research emphasizes active knowledge construction, autonomy, and the development of competence and relatedness in learning contexts. Through a systematic synthesis of empirical studies from 2020 to 2025, the paper identifies effective instructional strategies, including flipped classrooms, interactive virtual laboratories, coding and simulation exercises, problem-based projects, and collaborative peer learning. These strategies are shown to enhance cognitive outcomes, practical skill mastery, and affective engagement, fostering deeper understanding and professional readiness among engineering and IT students. The study also examines challenges in implementing blended learning, including technological access, faculty readiness, and instructional alignment, and proposes adaptive, theory-driven frameworks for maximizing pedagogical effectiveness. Overall, the findings suggest that well-structured blended learning models not only strengthen technical competencies and problem-solving skills but also cultivate learner autonomy, collaboration, and sustained engagement. The paper provides a comprehensive guide for educators, curriculum designers, and institutions seeking to leverage blended learning for STEM education, ensuring alignment between instructional design, student motivation, and discipline-specific learning outcomes.
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