Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
By Kris M. Y. Law, Shuang Geng, Tongmao Li. Comput. Educ., 2019
395 citations recorded by the source corpus.
Abstract This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting.
Subfields: Computer Science Applications, Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/6727ff932aa83e57f3b006212f207cf4fb0f45a2
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Citations in the corpus
- The Impact of Social Media on Learning Behavior for Sustainable Education: Evidence of Students from Selected Universities in Pakistan (2019, result): “The results of the study by Balakrishnan and Gan (2016) showed that student enrollment positively impacts learning performance, and learning motivation positively influences students [126].”