International Journal of New Developments in Education, 2023, 5(19); doi: 10.25236/IJNDE.2023.051914.
Sicong Li1,2
1School of Graduate Studies, Adamson University, 1000 Metro Manila, Philippines
2School of Economics and Management, Shaoyang University, Shaoyang, 422000, China
Blended learning (or called blended teaching), which combines best practices from online and face-to-face learning, is one of the future development trends of higher education. This studies have explored the influence of college students' learning engagement on learning effectiveness in blended learning. The hypothesis studies shown that there is no significant difference in learning engagement and learning effectiveness among college students of different genders, grades and majors, and they show high consistency. The correlation analysis confirms learning engagement is a key determinant of learning effectiveness and is highly positively correlated with students' learning effectiveness. of course, the influence between the two is mutual, that is, while learning engagement has a great impact on learning effectiveness, learning effectiveness will form a positive feedback on learning engagement, and further strengthen the correlation between them. Furthermore, blended learning reform strategies have also been proposed including improving teachers' professional quality,improving the digital education resource service system,teaching design based on learning situation analysis and so on. These findings provide useful reference for the theoretical development and practical application of online and offline blended teaching.
Blended learning; Learning engagement; Learning effectiveness; Strategy
Sicong Li. Study on the Influence of College Students' Learning Engagement on Learning Effectiveness in Blended Learning. International Journal of New Developments in Education (2023) Vol. 5, Issue 19: 89-95. https://doi.org/10.25236/IJNDE.2023.051914.
[1] Zhan, Z.H & Li, X.H.(2009). Blended Learning: Definition, Strategy, status and development trend: a conversation with Professor Curtis Bunker of Indiana University. Chinese Electronic Education (12):PP.1-5.
[2] He, J., Ma, T. & Zhang, Y.(2023). Design of blended Learning Mode and Practice Community using Intelligent Cloud Teaching. Educ Inf Technol.
[3] Tang, Q., Zhang, T. & Jiang, L.(2023) Influence of blended instruction on students’ learning effectiveness: the role of Flow. Educ Inf Technol 28:PP.1891–1909 .
[4] de Brito Lima, F., Lautert, S. L., & Gomes, A. S. (2021). Contrasting levels of student engagement in blended and non-blended learning scenarios. Computers & Education, 172,pp. 1–13.
[5] Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. the role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62,pp. 102–110.
[6] Panigrahi, R., Srivastava, P. R., Panigrahi, P. K., & Dwivedi, Y. K. (2021). Role of Internet Self-Efficacy and Interactions on Blended Learning Effectiveness. Journal of Computer Information Systems, pp.1–14.
[7] Phan, T., McNeil, S. G., & Robin, B. R. (2016). Students’ patterns of engagement and course performance in a Massive Open Online Course. Computers & Education, 95, pp.36–44.
[8] Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, pp.67–86.
[9] Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers & Education, 122, pp.92–103.
[10] Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, pp.1–17.