Factors influencing students’ learning satisfaction and students’ learning outcomes in blended learning

• Published in: International Journal of Education and Practice
• Main Author: Ren W.; Wang R.; Mohamad S.N.A.; Mao C.; Harutyunyan H.
• Format: Article
• Language: English
• Published: Conscientia Beam 2024
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85185963023&doi=10.18488%2f61.v12i1.3624&partnerID=40&md5=e6e0bc5bca3ed8b88df703902018d8d4

In China, there is a thriving trend of utilizing a unique form of blended learning that combines MOOCs (massive open online courses) and SPOC (Small Private Online Course). However, the evaluation methods used for these blended learning courses have not been adequately developed. The objective and accurate evaluation of blended learning poses a challenge. Therefore, it is imperative to conduct a preliminary study to examine the relationships between various factors, such as the quality of the teaching environment, the quality of teachers' offline teaching, the quality of teachers' online teaching, and their impacts on students' learning satisfaction and learning outcomes in a blended learning setting. This study aims to analyze the factors in blended learning by employing structural equation modeling and interviews with 275 students. The findings of this research contribute to the advancement of student learning evaluation in blended learning by incorporating the evaluation of the teaching environment, the quality of teachers' online teaching, the quality of teachers' offline teaching, student satisfaction, and students' learning outcomes. Furthermore, this study offers a comprehensive analysis of the influence of the teaching environment on the aforementioned factors in blended learning, thereby providing a rationale and robust empirical evidence for the Chinese government's sustained investment in information technology infrastructure in higher education. © 2024 Conscientia Beam. All Rights Reserved.