Influencing Factors of Blended Teaching from the Perspective of University Students

Abstract

The rapid development of educational informationization has put forward new requirements for teaching mode. Blended teaching under the background of information technology has become the focus of higher education teaching reform, and the research on the influencing factors of the implementation effect of blended teaching has attracted more and more researchers 'attention. This study aims to investigate students' views on the effect of blended teaching from the perspective of college students who once participated in blended teaching activities. This paper conducts a theoretical study on the influencing factors of blended teaching, and conducts an empirical study on the influencing factors of blended teaching effect by means of questionnaires. The results show that personal interests and attitudes and curriculum design are the main factors affecting the effectiveness of blended teaching. Moreover, teachers' professional image, curriculum design and Teaching Platform Functions all have a significant impact on students' interest and attitude in participating in blended teaching. Finally, this paper puts forward some suggestions to strengthen the "student-centered" teaching consciousness, optimize the "student-centered" teaching design, attach importance to the improvement of teachers' professional image, and select a suitable blended teaching platform.

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach

“…The outcomes of blended learning are closely related to the teaching methods and environment, content and materials design, disciplines, teachers’ professional image, and students’ ability to self-direct and motivation [ 5 , 8 , 21 , 29 , 32 ]. Although the experimental group had higher average learning satisfaction and academic achievement scores than the control group, the inter-group differences were not significantly different, possibly because of many causes.…”

“…There are many factors that influence both e-learning and traditional learning. For example, something that supports blended learning, or uses blended teaching, becomes an alternative method for overcoming the drawbacks of traditional and e-learning [ 3 , 8 ]. Blended learning combines e-learning and traditional methods.…”

“…The inconsistency of these findings may be the result of various learning methods, contents, situations [ 32 ], students’ motivation, expectations, self-directed learning readiness [ 5 , 29 ], and discipline-specific differences [ 31 ]. Besides, curriculum design, teaching platform, teaching methods, and professional image all affect students’ satisfaction and learning performance [ 5 , 8 , 29 ].…”

Moderated Mediation Model of Student Expectation and Satisfaction in Blended Learning: Context of Mathematics Learning in Chinese Higher education institutions

“…Zhang and Lin (2014) define student expectation as students' anticipations of the school's educational characteristics and teachers' abilities and character, based on their own circumstances in learning, life, and the school environment. Jiang (2018) suggests that student expectation are the expectations students have regarding the quality of learning, learning platforms, learning resources, and instructional design before engaging in blended learning. In this study, student expectation are defined as students' expectations regarding the instructional design of a course before engaging in blended learning.…”

“…Student expectation refer to the anticipated outcomes and experiences students envision before engaging in blended learning (Jiang, 2018). These expectations may encompass various aspects such as learning quality, learning platforms, resources, and instructional design.…”