Mediated Effect of Blended-Learning Strategy in Relationship between Adult Learner-Based Interaction and Learning Effectiveness: New Appointed Fire-Fighter Education

Abstract

The purpose of this study is to examine the mediated effect of the blended-learning strategy in the relationship between the interaction and learning effectiveness of new firefighters. The Baron and Kenny method of mediated effect analysis was applied to 259 collected samples, and SPSS 18.0 was used to perform linear regression analysis. It was found that the blended-learning group was more effective in learning than the non-blended-learning group. The interaction and learning effectiveness between the targets showed significant results, and the learning strategy of blended-learning exhibited partial mediated effects in the relationship between interaction and learning effectiveness. In particular, the learning attitude of the learning strategy was the combination of learners, learning content, and learning effectiveness during an interaction and partial mediated effects on learning persistence were identified. Based on these results, practical implications on envisioning teaching and learning design from the learner's perspective as a learning strategy to enhance learning effectiveness in a blended-learning situation are presented.