Examining the implementation of Blended Learning in the Engineering field

Blended Learning (BL) is a pedagogical approach combining traditional in-person methods with remote activities to enhance student learning. In the Engineering field BL can be used to challenge students with demanding activities and industry-like problem-solving exercises within a controlled environment [1]. Before the COVID-19 pandemic, teachers had the freedom to consider using BL in their courses according to Constructive Alignment principles [2]. Instead, during the pandemic, teachers had to recalibrate the Intended Learning Outcomes (ILOs), i.e., expected achievements per unit of study and switch from face-to-face content to remote teaching [3]. This work explores the adoption of BL in the Engineering courses (also considering the pre, during, and post COVID-19 settings) from the technological, organizational (e.g., in presence vs remote), content (e.g., ILOs adaptation), and target (e.g., bachelor, master, PhD) point of views.