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Social media on blended learning: the effect of rapport and motivation

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  • Wenzhi Zheng
  • Fang Yu
  • Yenchun Jim Wu

Abstract

New media technology can effectively support teacher–student rapport. In this study, Chinese students befriended their teachers on social media, and we compared their blended learning (N=455) based on this social media interaction with face-to-face learning (N=450). The results indicate that affective learning and cognitive learning in blended learning were superior to face-to-face learning. However, no significant differences in social presence, academic self-concept, or grade point average were observed between blended learning and face-to-face learning. According to a multi-group structural equation modelling analysis, the mediating effect of affective learning in blended learning was superior to that in face-to-face learning; in addition, academic self-concept significantly influenced cognitive learning. No significant difference was found for grade point average. Finally, we propose blended learning related suggestions regarding how to trigger students’ connection need and inspire their wisdom and potential.

Suggested Citation

  • Wenzhi Zheng & Fang Yu & Yenchun Jim Wu, 2022. "Social media on blended learning: the effect of rapport and motivation," Behaviour and Information Technology, Taylor & Francis Journals, vol. 41(9), pages 1941-1951, July.
    • Handle: RePEc:taf:tbitxx:v:41:y:2022:i:9:p:1941-1951
    DOI: 10.1080/0144929X.2021.1909140
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    Cited by:

    1. Lin Huang & Meng-Hsiu Lee, 2023. "A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable," SAGE Open, , vol. 13(4), pages 21582440231, October.

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