An Empirical Research on Construct and Influencing Factors of College Students’ Blended Learning Power Based on SPSS 22 software and AMOS 24.0 software

In order to promote the deep integration of information technology and education teaching, universities are vigorously carrying out blended teaching. The changes in learning styles brought by online and offline blended learning have put forward higher requirements on learners’ blended learning power. This study designed a questionnaire based on four dimensions of blended learning power and conducted a questionnaire survey on 2470 college students in a university. Using SPSS22 and AMOS 24.0 software, we used factor analysis, correlation analysis and stepwise multiple regression analysis to analyze the structure and influencing factors of blended learning power and construct a model. The study showed that the blended learning power of college students was generally at a medium level, school support, teacher support and peer support were significantly and positively related to blended learning power, and gender, grade, and number of blended courses studied affected blended learning power. Accordingly, this study suggests that universities should build a blended learning support service system to improve learner readiness, stimulate learners’ internal motivation, and enhance the effectiveness of blended learning. This study can provide a reference for the construction and evaluation of blended learning support service system in colleges and universities.