NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1454556
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0218-8791
EISSN: EISSN-1742-6855
Blended Learning Performance Influence Mechanism Based on Community of Inquiry
Bin Yin; Chih-Hung Yuan
Asia Pacific Journal of Education, v44 n4 p977-992 2024
Blended learning is increasingly favoured by universities with different effects. The research on the impact of learning performance has become one of the important topics. In this paper, three kinds of presences of community of inquiry and self-efficacy are used to explore the influence mechanism of blended learning performance. Structural modelling analysis of an online survey data completed with 216 students who had participated in blended learning. The results indicate that teaching presence has a great influence on the prediction of learning performance. In addition, there is a positive correlation between teaching presence and cognitive presence and social presence. Furthermore, cognitive presence and social presence are both positively correlated with learning performance. In particular, self-efficacy plays a moderating role in the relationship between teaching presence and cognitive presence and social presence, respectively. General principles are derived from these findings and their application to blended learning is discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A