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

Wenzhi Zheng, Fang Yu, Yenchun Jim Wu*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
期刊Behaviour and Information Technology
DOIs
出版狀態接受/付印 - 2021

ASJC Scopus subject areas

  • 發展與教育心理學
  • 藝術與人文(雜項)
  • 社會科學 (全部)
  • 人機介面

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