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Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence
ARTICLE

, School of Engineering, Australia ; , Department of Management Science, China ; , Department of Business Administration, China

Computers & Education Volume 136, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting.

Citation

Law, K.M.Y., Geng, S. & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136(1), 1-12. Elsevier Ltd. Retrieved June 23, 2019 from .

This record was imported from Computers & Education on June 3, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2019.02.021

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