Key Factors Influencing Blended Learning Outcomes in an Undergraduate Course: Perspectives from Learning Behaviors and Experiences

Abstract

Blended learning has become increasingly popular in the post-pandemic world, seen as “new norm” in higher education. However, despite the growing number of research on blended learning in global context, few studies have systematically investigated the influential factors for blended learning outcomes in the context of China. To address this research need, this study garnered empirical data from various sources such as learning analytics, learning experience questionnaire, and test scores, and constructed a linear regression model for predicting blended learning outcomes. The results indicated that online behaviors were important factors for blended learning, predicting student's learning outcomes to a moderate extent. Surprisingly, students' demographic attributes and perceived learning experiences had little influence on learning outcomes.