Students’ Academic Achievement and Satisfaction in a Blended Learning Community of College English in China
A Quasi-experimental Study
Bibliographic Data
| ID | 16912970 |
|---|---|
| Authors | Lynn Ling Li (0000-0001-5654-075X, Zhejiang Normal University, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 3 |
| Publication date | 2022-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440221119485 |
| OpenAlex | W4296210463 |
| Language | EN |
| Citations received | 4 |
| References cited | 45 |
The research aimed to make a quasi-experimental study of College English in a Chinese blended learning community environment. A mixed method was adopted to collect data about students’ academic achievement and learning satisfaction. Academic achievement consisted of obtrusive data from the final exam, and learning satisfaction data came from a unified standard questionnaire organized by the university. Utilizing quasi-experimental design, results showed that the experimental class (C1) adopting the framework of blended learning community (BLC) earned a higher level of academic achievement and satisfaction. It is concluded in this research that the BLC framework was shown to have a positive effect on students’ academic achievement and learning satisfaction than face-to-face (FTF) learning in the context of English learning in higher education. Pedagogical implications and future research recommendations were also included
Academic achievement · Blended Learning · Educational technology · Mathematics education · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Self-Regulated Learning
Social presence in relation to students' satisfaction and learning in the online environment
Comparing online and blended learner's self-regulated learning strategies and academic performance
A meta-analysis of blended learning and technology use in higher education
Classroom social climate, self-determined motivation, willingness to communicate, and achievement
School learning support for teacher technology integration from a self-determination theory perspective
Digital support for student engagement in blended learning based on self-determination theory
Challenges in the online component of blended learning
Initiating a cross-sector interorganizational collaboration
Intrinsic motivation enhances online group creativity via promoting members’ effort, not interaction
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment
Conceptualising a visual representation model for Mooc-based blended learning designs
Quarterly Review of Distance Education
A community of practice of teaching English writing in a Chinese University
Understanding English language learning in tertiary English-medium instruction contexts in China
Genre Analysis
Situated Learning
| Unique citing works | 4 |
|---|---|
| Citations per year | 2 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |