A Study of Undergraduate Students' Learning Satisfaction and Influencing Factors in Blended Learning

Abstract

The "Internet + Education" has brought a new ecology to education and teaching. The blended teaching born in the context of this era brings new opportunities and challenges to the development of teaching and learning in university classrooms. Based on the perspectives of teachers and students, this study constructs a five-factor learning satisfaction influence model of multiple evaluation methods , teaching ability, teaching attitude, metacognitive self-regulation and learning motivation; proposes research hypotheses and uses survey research to investigate and analyze undergraduate students in a blended learning environment to verify the model and hypotheses. The results showed that teachers' multiple evaluation methods and teaching ability had positive effects on undergraduate students' learning satisfaction, and teaching attitude had little effect on learning satisfaction; undergraduate students' metacognitive self-regulation and learning motivation positively predicted learning satisfaction; and the three factors from teachers' perspective had significant effects on undergraduate students' metacognitive self-regulation and learning motivation. Based on this, strategies for enhancing students' learning satisfaction in blended learning are proposed in order to provide reference and support for subsequent related studies.