Perceptions and Attitudes toward Learners’ Academic Achievement in Blended Learning Environments: A Conceptual Framework

Yang, Shuhan; Pu, Ruihui; Deeprasert, Jirawan

doi:10.18848/2327-7955/cgp/v28i02/49-64

Cited by 2 publications

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“…The construct of contextual factors was related to institutional adoption, teaching competence, technology quality, course content, and the blended learning community culture ( Yang et al, 2021 ). This construct was measured with 5 items from the 5-point Likert scale used by Yang and Tong (2015) .…”

Section: Methodsmentioning

confidence: 99%

“…To illustrate the online learning process, Khan (2005) developed an octagonal framework composed of pedagogy, technology, interface design, evaluation, management, resource support, ethics, and institutions. The present study addressed adaptability in the blended learning environment and defined contextual factors as “the non-learner characteristics that constitute the learning environment that facilitates students’ learning activities in the blended learning context” (p. 52), and tied it to “institutional adoption, teaching competence, technology quality, course content and blended learning community culture” ( Yang et al, 2021 , p. 53).…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

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The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach

Yang

2022

Front. Psychol.

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ObjectiveFew research efforts have substantially introduced relevant studies on Chinese students’ adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course.MethodsThe quantitative research method was employed in this study, and 595 respondents were eventually collected to enable the data analysis. The structural equation modeling (SEM) approach was used to analyze the data.Results(1) The non-English majored learners’ adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; (2) the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: x2/df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; (3) adaptability was positively related to contextual factors, self-efficacy, and motivation (p < 0.001); (4) contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation (p < 0.01).ImplicationsThis study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners’ adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners’ responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service.

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Section: Methodsmentioning

confidence: 99%

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%