The impact of self-directed learning experience and course experience on learning satisfaction of university students in blended learning environments: the mediating role of deep and surface learning approach.

ABSTRACT:

Introduction

With the rapid development of technology and the evolution of educational ideas, the blended learning model has become the new norm in higher education. Therefore, based on Biggs' learning process theory, this study aims to investigate the relationships between learning experience, learning approaches, and learning satisfaction of university students within the Chinese blended learning context to explore the dynamic process and mechanism of blended learning.

Methods

The Chinese modified versions of the Self-Rating Scale of Self-Directed Learning, the Course Experience Questionnaire, and the Revised Study Process Questionnaire were administered to 939 Chinese university first-grade students (444 men, 495 women). The data were analyzed by using the covariance-base

SUBMITTER: Hua M 

PROVIDER: S-EPMC10801907 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature