The aim of this study was to identify the most used teaching and learning activities in asynchronous, synchronous and/or face-to-face modes in blended courses, according to the degree of student engagement, and to describe the complementarity between these activities. The ICAP model was used to classify these activities. A total of 24 teachers, from 2 universities, all teaching blended courses (blended, blended online and blended synchronous courses), took part in the study. Data was collected via semi-structured interviews lasting about 60 min. Results reveal the diversity of passive, active and interactive teaching and learning activities used by teachers in blended courses. More specifically, in asynchronous mode, teachers mainly use passive and active activities, while in synchronous and/or face-to-face modes, teachers mainly use interactive and active activities. The results also highlight the complementarity between activities carried out in asynchronous mode and those carried out in synchronous and/or face-to-face modes. When asked about their choice of activities in each mode, teachers gave several reasons, each more relevant one than the other.
Lakhal et al. (Wed,) studied this question.