Influence of Blended Instruction on Students' Learning Effectiveness: The Role of Flow

Autor/inn/en	Tang, Qing; Zhang, Tao; Jiang, Lixia
Titel	Influence of Blended Instruction on Students' Learning Effectiveness: The Role of Flow
Quelle	In: Education and Information Technologies, 28 (2023) 2, S.1891-1909 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11224-z
Schlagwörter	Blended Learning; Instructional Effectiveness; College Students; Foreign Countries; Learning Processes; Learner Engagement; Cognitive Processes; Psychological Patterns; Student Behavior; Self Efficacy; China + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Collegestudent; Ausland; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	The rapid development and extensive application of information and communication technologies has facilitated blended instruction, which is regarded as the "new normal" in the field of modern education and has become the focus of academic research. This study thus explored the influencing mechanism of blended instruction on students' learning effectiveness from the perspective of complementarity and conflict with the support of flow. This study collected 349 survey data from universities in Southwest China that adopted a blended instruction mode and analyzed them using the structural equation model. The results demonstrated that complementary advantages and practical conflicts in blended instruction influenced students' flow experience during the learning process. Flow experience plays an important role in blended instruction and influences positively students' cognitive, emotional, and behavioral engagement. Learning engagement impacted positively students' learning effectiveness. In addition, self-efficacy positively moderated the relationship between students' learning engagement and learning effectiveness in blended instruction. These findings contribute to related research on blended instruction. The implications and limitations of this study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01