Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach

Batista-Toledo, Santiago; Gavilán, Diana

doi:10.3390/math11030749

Cited by 7 publications

(5 citation statements)

References 42 publications

(62 reference statements)

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“…Compared to traditional classroom instruction, students' learning experiences in BL contexts are enriched by combining F2F, web-based, and mobile learning. As summarized by Batista and Gavilan [41] , the principal characteristics of BL experiences involve presence, self-learning, distance, and ubiquity. Accordingly, our measurement of students' learning experiences in this study focused on how they perceived the BL-based course, including the learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcomes.…”

Section: Student Learning Experiences In the Bl Environmentmentioning

confidence: 99%

“…Thus, through the partial mediation of students' learning experience, teacher support can fully affect students' behavioral engagement in BL environments. Indeed, when learners feel supported by teachers, they report greater satisfaction with the curriculum [41] . Their self-efficacy will be enhanced [32] , and their internal and external motivation will increase [70] , directly leading to increased academic satisfaction [71] .…”

Section: Learning Experience Mediates the Relationship Between Teache...mentioning

confidence: 99%

“…On the other hand, their value judgments of a course may be influenced by the quality of the course itself, their interactions with fellow students, the instructor(s), the course content, and the user-friendliness of any learning management systems (LMSs) used to deliver it [40] . Earlier studies showed that more positive learning experiences were linked to higher self-efficacy among students engaged in technology-enhanced learning [33] and may enhance satisfaction and engagement [41] .…”

Section: Introductionmentioning

confidence: 99%

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Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Zhang,

Chen,

Jiang

et al. 2024

JCER

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Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire. The results showed significant correlations between perceived teacher support, learning experience, and behavioral engagement. Perceived teacher support significantly predicted students’ behavioral engagement, with socio-affective support exerting the most substantial predictive effects. All predictive effects were partially mediated by learning experience (learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcome). The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive (vs. negative) learning experiences. Suggestions for further research are offered for consideration.

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Section: Student Learning Experiences In the Bl Environmentmentioning

confidence: 99%

Section: Learning Experience Mediates the Relationship Between Teache...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Zhang,

Chen,

Jiang

et al. 2024

JCER

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“…At present, research mainly focuses on online learning regarding the COVID-19 pandemic, while the research on satisfaction in blended learning environments is relatively small. The different dimensions of blended learning have a positive contribution to student satisfaction [12]. The comparative analysis of blended learning and complete online learning shows that there is a significant difference in the impact of perceived usefulness on usage intention [13].…”

Section: Introductionmentioning

confidence: 99%

Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

Wang

Chen

et al. 2023

Sustainability

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At present, the learning ability satisfaction of university students under the blended learning mode is low, and this has an impact on the effect of teaching and students’ learning experiences. In order to effectively improve learning ability satisfaction, empirical research and a structural equation model were used to explore the influencing factors of university students’ learning ability satisfaction. This study identified the influencing factors of university students’ learning ability satisfaction under the blended learning model, and constructed a structural equation model of these factors based on their relationship with learning ability satisfaction. The model was verified and optimized to determine the weight of factors that affected university students’ learning ability satisfaction. The study showed that the external and internal factors with the greatest effect on university students’ learning ability satisfaction were resource support and learning self-efficacy, respectively. Internal influencing factors had a greater impact on the satisfaction of university students’ learning abilities than external factors. This study will expand the existing research perspective on learning ability satisfaction, provide important references for improving curriculum design and teaching effectiveness, and provide a theoretical basis for solving various practical questions caused by low learning ability satisfaction in teaching practice.

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“…Blended courses provided even more opportunities for students to communicate and interact during the pandemic, thereby increasing their cognitive-affective experience with the course ( Bouilheres et al, 2020 ; Asghar et al, 2021 ). This experience encouraged discussion and critical thinking, translating into increased learning satisfaction ( Al Awamleh, 2020 ; Batista-Toledo and Gavilan, 2023 ). It appears that regardless of the teaching environment, there is an inextricable connection between course experience and learning satisfaction.…”

Section: Introductionmentioning

confidence: 99%

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach

Hua,

Wang,

2024

Front. Psychol.

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IntroductionWith the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs’ learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning.MethodsThe Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-based structural equation modeling (CB-SEM) technique.ResultsThe results demonstrated that, among Chinese university students, there were significant correlations between the self-directed learning experience, the course experience, the deep learning approach, the surface learning approach, and learning satisfaction. Additionally, the learning approaches mediated the association between the self-directed learning experience and learning satisfaction and between the course experience and learning satisfaction.ConclusionThis study provides insight into the facilitative effect of university students’ self-directed learning experience and course experience on their learning satisfaction and how this effect is triggered through the mediating role of different learning approaches with the blended learning context. This study shows the learning behaviors and psychology in a blended learning environment, thus revealing the new learning characteristics of university students by integrating the self-learning characteristics of blended learning into the framework of learning process theory. The findings contribute to assisting blended learning providers in delivering targeted interventions to enhance students’ learning satisfaction.

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Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach

Cited by 7 publications

References 42 publications

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach

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