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Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model

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  • Xingyang Wang

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China
    College of Software, Jilin University, Changchun 130015, China)

  • Xiaohui Chen

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Xinyi Wu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Jia Lu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China
    School of Computer Engineering, Guilin University of Electronic Technology, Beihai 536000, China)

  • Bin Xu

    (School of Information Science and Technology, Northeast Normal University, Changchun 130117, China)

  • Hanxi Wang

    (School of Geographical Sciences, Harbin Normal University, Harbin 150025, China)

Abstract

At present, the learning ability satisfaction of university students under the blended learning mode is low, and this has an impact on the effect of teaching and students’ learning experiences. In order to effectively improve learning ability satisfaction, empirical research and a structural equation model were used to explore the influencing factors of university students’ learning ability satisfaction. This study identified the influencing factors of university students’ learning ability satisfaction under the blended learning model, and constructed a structural equation model of these factors based on their relationship with learning ability satisfaction. The model was verified and optimized to determine the weight of factors that affected university students’ learning ability satisfaction. The study showed that the external and internal factors with the greatest effect on university students’ learning ability satisfaction were resource support and learning self-efficacy, respectively. Internal influencing factors had a greater impact on the satisfaction of university students’ learning abilities than external factors. This study will expand the existing research perspective on learning ability satisfaction, provide important references for improving curriculum design and teaching effectiveness, and provide a theoretical basis for solving various practical questions caused by low learning ability satisfaction in teaching practice.

Suggested Citation

  • Xingyang Wang & Xiaohui Chen & Xinyi Wu & Jia Lu & Bin Xu & Hanxi Wang, 2023. "Research on the Influencing Factors of University Students’ Learning Ability Satisfaction under the Blended Learning Model," Sustainability, MDPI, vol. 15(16), pages 1-23, August.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:16:p:12454-:d:1218505
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    References listed on IDEAS

    as
    1. Yuh-Shihng Chang, 2021. "Applying the ARCS Motivation Theory for the Assessment of AR Digital Media Design Learning Effectiveness," Sustainability, MDPI, vol. 13(21), pages 1-24, November.
    2. Jia Lu & Xiaohui Chen & Xiaodan Wang & Rong Zhong & Hanxi Wang, 2022. "Research on the Influence of Socially Regulated Learning on Online Collaborative Knowledge Building in the Post COVID-19 Period," Sustainability, MDPI, vol. 14(22), pages 1-15, November.
    3. Argenis P. Vergara-Torres & Verónica Ortiz-Rodríguez & Orlando Reyes-Hernández & Jeanette M. López-Walle & Raquel Morquecho-Sánchez & José Tristán, 2022. "Validation and Factorial Invariance of the Life Skills Ability Scale in Mexican Higher Education Students," Sustainability, MDPI, vol. 14(5), pages 1-13, February.
    4. Santiago Batista-Toledo & Diana Gavilan, 2023. "Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach," Mathematics, MDPI, vol. 11(3), pages 1-15, February.
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