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Background: Blended online courses, which combine synchronous and asynchronous online activities, have expanded rapidly in higher education. How to enhance student engagement in such courses is unclear, although it is recognized that student engagement is malleable through instructional strategies. Objectives: Given the above, this study aims to examine the influence of categories of strategies on student engagement in blended online courses. Methods: A conceptual framework of instructional strategies indicated as fostering student engagement in the relevant literature was first presented, divided in eight categories (structure, pace, relevance, active, choice, relationships, explanations, guide). Then a research framework linking the categories of strategies to student engagement dimensions (emotional‐cognitive, social, behavioral) was built and tested in blended online courses. Data collected in various disciplines and university levels at four universities (n = 482) were examined using partial least squares structural equation modeling. Results and Conclusions: The structural model examination confirmed the combined effects of categories of instructional strategies on student engagement in such courses in all disciplines. Particularly, this study revealed that 1) establishing trusting relationships, 2) demonstrating the relevance of activities, content, and resources, and 3) maintaining a sustained course pace significantly impacted student engagement in blended online courses in all disciplines. Takeaways: This study draws upon the blended learning literature to bring together key instructional strategies that foster student engagement while highlighting empirical quantitative evidence of their effects on student engagement in blended online courses. Detailed measures of categories of instructional strategies and student engagement dimensions also provide reliable instruments for future research. Lay Description: What is currently known about the subject matter?: Student engagement has important repercussions on perseverance, in‐depth learning, satisfaction, and academic success.Blended online courses merge the benefits of synchronous interactions and online flexibility in terms of time, place, or even study pace.Student engagement is influenced by contextual variations like course modalities and instructional strategies.The literature lacks a quantitative large‐scale portrait of how instructional strategies influence student engagement in blended online courses in higher education. What does this paper add to the existing body of research?: Partial least squares structural equation modelling was used to examine the effects of eight categories of instructional strategies on emotional‐cognitive, social, and behavioural dimensions of student engagement.Emotional‐cognitive engagement is largely affected by instructional strategies, while social and behavioural engagement are moderately affected by these.Establishing trusting relationships; demonstrating the relevance of activities, content, and resources; and maintaining a sustained course pace have the most significant effects on student engagement in blended online courses. Implications of study findings for practitioners: Teachers should explicitly support students in the process of developing interpersonal relationships in blended online courses to foster student social engagement, that is, interactions and sense of connectedness between them.Ensuring a sustained pace, dynamism, and a diversity of teaching and learning activities, both synchronously and asynchronously, promotes student engagement in blended online courses.Highlighting or demonstrating the relevance of activities and contents fosters emotional‐cognitive and behavioural student engagement. [ABSTRACT FROM AUTHOR]

In this paper, the problem of secure transmission of sensitive contents over the public network Internet is addressed by proposing a novel data hiding method in encrypted images with dual-level security. The secret information is divided into three blocks using a specific pattern, followed by an encryption mechanism based on the three-level encryption algorithm (TLEA). The input image is scrambled using a secret key, and the encrypted sub-message blocks are then embedded in the scrambled image by cyclic18 least significant bit (LSB) substitution method, utilizing LSBs and intermediate LSB planes. Furthermore, the cover image and its planes are rotated at different angles using a secret key prior to embedding, deceiving the attacker during data extraction. The usage of message blocks division, TLEA, image scrambling, and the cyclic18 LSB method results in an advanced security system, maintaining the visual transparency of resultant images and increasing the security of embedded data. In addition, employing various secret keys for image scrambling, data encryption, and data hiding using the cyclic18 LSB method makes the data recovery comparatively more challenging for attackers. Experimental results not only validate the effectiveness of the proposed framework in terms of visual quality and security compared to other state-of-the-art methods, but also suggest its feasibility for secure transmission of diagnostically important keyframes to healthcare centers and gastroenterologists during wireless capsule endoscopy. [ABSTRACT FROM AUTHOR]