Determinants of Students’ Blended Learning Engagement and Satisfaction Toward Students at Public Colleges in Hangzhou, China
DOI:
https://doi.org/10.14456/shserj.2025.88Keywords:
Learning Engagement, Satisfaction, Blended LearningAbstract
Purpose: This study investigates key factors influencing student engagement and satisfaction in blended learning at public colleges in Hangzhou, China. The conceptual framework posits causal relationships between teacher structured approach, student self-efficacy, learning assessment, interpersonal skills, perceived usefulness, student learning engagement, and student satisfaction. Research design, data, and methodology: The study employed a quantitative research approach (N=500), distributing questionnaires to first- and second-year students at Zhejiang Business College, Hangzhou, China. Non-probability sampling methods were utilized, including judgmental, quota, and convenience sampling. Statistical analyses comprised descriptive statistics, tests of normality, validity and reliability analyses, and goodness-of-fit indices. Confirmatory Factor Analysis and Structural Equation Modeling addressed the research questions. Results: Findings indicate that student satisfaction is significantly influenced by student learning engagement and perceived usefulness, while student learning engagement is significantly influenced by student self-efficacy, learning assessment, and teacher structured approach. Conclusions: Validating five of six hypotheses, the study achieved its primary research goals. Recommendations include implementing improvements and interventions in higher education to enhance efficiency, interactivity, and student engagement in blended learning environments, better meeting student needs and expectations, thus promoting academic success and personal development.
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