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Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning

Author

Listed:
  • Qiuju Zhong

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Ying Wang

    (Faculty of Education, The Chinese University of Hong Kong, Hong Kong 999077, China)

  • Wu Lv

    (School of Preschool Education, Jiangsu Second Normal University, Nanjing 210013, China)

  • Jie Xu

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

  • Yichun Zhang

    (School of Education Science, Nanjing Normal University, Nanjing 210097, China)

Abstract

Blended synchronous learning (BSL) is becoming increasingly widely implemented in many higher education institutions due to its accessibility and flexibility. However, little research has been conducted to explore students’ engagement and persistence and their possible predictors in such a learning mode. The purpose of this study was to investigate how to facilitate students’ engagement and persistence in BSL. In detail, this study used structural equation modeling to explore the relationships among specific predictors (self-regulation, teaching presence, and social presence), learning engagement, and learning persistence in BSL. We recruited 319 students who were enrolled in BSL at a Chinese university. The online survey was administered to gather data on the variables of this study. The results demonstrated that self-regulation, teaching presence, and social presence were positively associated with learning engagement. Self-regulation and learning engagement were positively associated with learning persistence. Moreover, learning engagement mediated the relationships between self-regulation, teaching presence, social presence, and learning persistence. This study suggests that self-regulation, teaching presence, and social presence are significant predictors for student learning engagement and persistence in BSL.

Suggested Citation

  • Qiuju Zhong & Ying Wang & Wu Lv & Jie Xu & Yichun Zhang, 2022. "Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning," Sustainability, MDPI, vol. 14(9), pages 1-18, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5619-:d:810051
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    References listed on IDEAS

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    1. Mahdi Mohammed Alamri, 2022. "Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence," Sustainability, MDPI, vol. 14(2), pages 1-15, January.
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    3. Saleh Alhazbi & Mahmood A. Hasan, 2021. "The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning," Sustainability, MDPI, vol. 13(19), pages 1-12, October.
    4. Pilhyoun Yoon & Junghoon Leem, 2021. "The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance," Sustainability, MDPI, vol. 13(4), pages 1-19, February.
    5. Lydia Kyei-Blankson & Francis Godwyll & Mohamed A. Nur-Awaleh, 2014. "Innovative blended delivery and learning: exploring student choice, experience, and level of satisfaction in a hyflex course," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 16(3), pages 243-252.
    6. Raphael M. Guillory & Mimi Wolverton, 2008. "It's about Family: Native American Student Persistence in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(1), pages 58-87, January.
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    1. Muharman Lubis & Muhammad Azani Hasibuan & Rachmadita Andreswari, 2022. "Satisfaction Measurement in the Blended Learning System of the University: The Literacy Mediated-Discourses (LM-D) Framework," Sustainability, MDPI, vol. 14(19), pages 1-29, October.

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