AUTHOR=Cheng Xiaoliang , Mo Weilan , Duan Yujing TITLE=Factors contributing to learning satisfaction with blended learning teaching mode among higher education students in China JOURNAL=Frontiers in Psychology VOLUME=14 YEAR=2023 URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1193675 DOI=10.3389/fpsyg.2023.1193675 ISSN=1664-1078 ABSTRACT=

Blended learning has increasingly grown in importance as a method of classroom instruction in Chinese higher education classrooms in the context of fast-evolving network information technology, higher standards of educational informatization, and growing attention to the reform of teaching modes in higher education. The efficiency of blended learning can be increased by better understanding the students’ learning satisfaction and its key influencing factors. Based on the theories of constructivism and phenomenology, the study constructs an index system of student satisfaction with blended learning in higher education, and conducts a questionnaire survey on 650 students with blended learning experience in 6 universities in Sichuan Province, China, obtaining 598 valid questionnaires after reviewing the collected questionnaires for missing values. This study uses descriptive statistical analysis (DSA), one-way ANOVA, Pearson correlation analysis, and multiple linear regression (MLR) to analyze the effects of each factor in the index system on satisfaction. Results indicate that the overall level of student satisfaction with blended learning in universities is moderately high, with students’ self-satisfaction being the lowest, and that substantial disparities exist in the evaluation of satisfaction with blended learning on various online resources, online teaching forms, and offline teaching methods. This study applies multiple linear regression (MLR) to conclude that students’ learning attitudes, curriculum design, and teachers’ teaching methods are the most important factors influencing satisfaction with blended learning in universities. Results indicate that a blended learning system be built from the three dimensions of students, teachers, and curriculum, offering a theoretical foundation and point of reference for the ongoing reform of blended learning in higher education. The study is of great significance in optimizing teaching quality and deepening the reform of blended learning.