Frontiers in Educational Research, 2024, 7(12); doi: 10.25236/FER.2024.071216.
Cheng Xiao1,2,3, Yang Yiping4, Huang Zhengzheng5
1School of Management, Hubei University of Chinese Medicine, Wuhan, 430060, China
2Hubei Shizhen Laboratory, Wuhan, 430060, China
3Traditional Chinese Medicine Development Research Center, Wuhan, 430060, China
4School of Management, Hubei University of Chinese Medicine, Wuhan, 430060, China
5Department of Psychology, School of Medical Humanities, Hubei University of Chinese Medicine, Wuhan, 430060, China
Blended learning has gradually become a mainstream teaching method in higher education. This study explores the impact of Influencing factors and student engagement in blended courses on students' perceived value. A survey was conducted with 237 university students, improving previous teaching effectiveness models and constructing a path model for students' perceived value formation. The study confirmed that student behavioral engagement plays a significant mediating role between teacher involvement and students' perceived value. The overall fit of the model was χ2/df = 2.47, RMSEA = 0.079 (95% CI = 0.071–0.087), CFI = 0.912, TLI = 0.901, indicating good model fit.The non-parametric percentile bootstrap method also showed that students' behavioral input had a significant mediating effect between the influencing factors and students' perceived value. In blended learning, student behavioral engagement is an important factor affecting their perceived value, while teacher involvement is the main determinant. Teachers, as the main drivers of blended learning, should take on the responsibility of guiding pre-class learning, providing online and offline support, supervision, reminders, timely feedback, and encouraging interaction.
Blended learning, students' perceived value, teacher involvement, student engagement, Structural Equation Modeling (SEM)
Cheng Xiao, Yang Yiping, Huang Zhengzheng. Study on the Factors Influencing Students' Perceived Value in Blended Courses. Frontiers in Educational Research (2024) Vol. 7, Issue 12: 106-111. https://doi.org/10.25236/FER.2024.071216.
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