Blended, active, and persistent: An investigative study of blended learning affordances for active learning and student persistence in university-level introductory science courses

Higher education has seen the accelerated development of blended learning (BL), active (AL), and STEM education. This study explores a proposed framework showing that BL affordances enable or constrain AL relationship between influences student persistence in introductory science courses sciences. A multiple-case examined an physics course chemistry course. Interviewed were two volunteers from high-, average-, low-performing groups each Course documentations underwent content analysis, in-class online observations evaluated using practical observation rubric to assess (PORTAAL). The researcher developed survey instrument, for (BL4AL), capturing students’ perspectives concerning through traditional nontraditional methods their Findings indicated students all levels had varying views affordances. However, clicker questions third-party tutoring service discovered consistently AL. Students’ perceptions medium effect on whether they would continue