The annual “Student Learning Environment Survey” targets all undergraduate students at the University of Lethbridge. Primarily intended to inform institutional directions to better meet the needs of 21st-century learners, this research additionally targets critical issues related to the adoption of blended learning pedagogies by post-secondary institutions. This annual survey of all undergraduate students at U of L is intended to assess their perceptions of their learning environment and their digital potential relative to connectivity to and engagement with teaching and learning.
A primary assumption underlying effective implementation of blended learning at the post-secondary level is the capacity and capability of students to engage actively with digital learning assets both on and off campus. The results of this annual survey (based on an average 20% return rate), paradoxically, both support and rebut this assumption. While students appear to be increasingly accessing digital technologies, they do not seem to be necessarily more digitally engaged in their classes or with their course content.