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

Wenzhi Zheng, Fang Yu, Yenchun Jim Wu*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

26 Citations (Scopus)


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.

Original languageEnglish
Pages (from-to)1941-1951
Number of pages11
JournalBehaviour and Information Technology
Issue number9
Publication statusPublished - 2022


  • Blended learning
  • China
  • face-to-face
  • social media
  • teacher–student rapport
  • teaching

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • General Social Sciences
  • Human-Computer Interaction


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