The Effects of Blended Learning on the Performance of Engineering Students in Mathematical Modeling

Abstract

This paper explores the implementation of blended learning, an active learning methodology, in an ordinary differential equations (ODE) course for engineering students. The study aims to evaluate the impact of blended learning on students' performance in mathematical modelling. The methodology involved a combination of synchronous and asynchronous activities, delivered both in-person and remotely, leveraging the experiences gained by students during the COVID-19 pandemic. The instructional design was guided by Bloom’s taxonomy of cognitive domains. The findings indicate that students progressed from basic knowledge and understanding to higher-order analysis and application, particularly in learning systems modelling using ODEs.