E-learning experiences in tertiary education: patterns and trends in research over the last 20 years

Nito, Ernesto De; Gentile, Teresa Anna Rita; Köhler, Thomas; Misuraca, Michelangelo; Reina, Rocco

doi:10.1080/03075079.2022.2153246

Cited by 9 publications

(1 citation statement)

References 64 publications

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“…The benefits of blended learning are flexibility, opportunities for staff-student interaction, student engagement in learning, opportunities for continuous improvement, and so on [5]. The blended learning model leads the digitalization of China's higher education to a new stage [6]. The latest statistics from the Ministry of Education of the People's Republic of China indicate that the number of massive open online courses (MOOCs) in China has reached 62,000, with 402 million users and 979 million learners as of November 2022.…”

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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Section: Introductionmentioning

confidence: 99%