This presentation will explore the result of a five-semester experiment with a large first-year blended learning and flipped classroom geography course in which problem-based learning exercises and new technologies were deployed to enhance student engagement. We measured student engagement using the NSSE-based in-class survey (CLASSE), the Study Process Questionnaire (SPQ) which measures deep and surface learning, an in-class survey of demographic data, university student warehouse data, data from the online course management system, and data from an online survey designed to solicit student opinions and suggestions on the course designs. We also tracked instructor, teaching assistant and undergraduate student time. The results clearly indicate strategies and technologies that do work and those that do not in enhancing student engagement.
