Abstract—Blended learning is a popular approach in higher education, but effective design and implementation by faculty remains a challenge that can impact the student experience. This research study explored how faculty can balance e-learning with face-to-face instruction to improve learning in a digital higher education environment. The conceptual framework articulated the constructs of blended learning and student support. Using an exploratory qualitative research method, the study examined two faculty members’ course design and implementation for affective and cognitive student support in the context of digital technology at a business school in Montreal, Canada. Findings reveal strategies for innovative and situated technology-based instruction in blended learning to enhance the student experience. Limitations of the study and implications for future research in post-pandemic higher education are highlighted. 
 

Keywords—blended learning, digital higher education, instructional design, student support 

Cite: El Hadji Yaya Koné, "Human and Technology Mediation for Effective Blended Learning in Digital Higher Education," International Journal of Learning and Teaching, Vol. 10, No. 3, pp. 341-347, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.