Abstract
Blended learning has gained increasing popularity in colleges and universities with mixed results. Precision teaching can effectively promote learning performance. The relation between perceived precision teaching (PPT) and the learning performance of college students in a blended learning environment is investigated in this paper. In the research survey is featuring a structural model, 256 college students who attended blended learning courses featuring precision teaching participated. The model results revealed that PPT is directly and positively related to self-efficacy and learning motivation. Self-efficacy and learning motivation are directly and positively related to cognitive, teaching, and social presence. Additionally, cognitive, teaching, and social presence are directly and positively related to learning performance. Therefore, PPT is remotely and indirectly related to learning performance. These findings provide a new perspective for the theoretical study on blended learning performance and provide a realistic reference for precision teaching practice in the blended learning environment.
Highlights
Blended learning, as a combination of traditional face-to-face learning and online learning, is aimed at creating a learning atmosphere in support of self-oriented learning, and it claims many benefits (Garrison and Kanuka, 2004; Alammary et al, 2014) such as improving learning efficiency, satisfaction, and learning performance
It is observed that self-efficacy, learning motivation, and community of inquiry (COI) generate a serial mediating effect between perceived precision teaching (PPT) and learning performance, that is, PPT improves learners’ self-efficacy and learning motivation (Chapman et al, 2005; Roberts and Norwich, 2010; Rebecca and Michelle, 2016), while self-efficacy and learning motivation are directly related to COI, and COI is positively related to learning performance (Akyol and Garrison, 2011; Akyol et al, 2011; Kozan and Richardson, 2014)
This study discusses and verifies the relation between PPT and learning performance in blended learning environments, that is, PPT is positively related to self-efficacy and learning motivation, self-efficacy and learning motivation are positively related to COI, COI is positively related to learning performance, and PPT remotely and positively predicts learning performance
Summary
As a combination of traditional face-to-face learning and online learning, is aimed at creating a learning atmosphere in support of self-oriented learning, and it claims many benefits (Garrison and Kanuka, 2004; Alammary et al, 2014) such as improving learning efficiency, satisfaction, and learning performance. A long-range research survey conducted by the University of Central Florida (UCF) measured the success of tens of thousands of students in face-to-face learning, blended learning, and online learning environments. UCF defines success as obtaining a Grade C, at least. Factors such as the students’ college, gender, and financial means were considered. The UCF reported that, for each college, blended learning has a higher success rate than face-to-face learning or online learning (Dziuban et al, 2004). Blended learning may reinforce flexibility (Moskal et al, 2013; Alammary, 2019) while providing more opportunities for students to access higher education and simultaneously allowing the school to have more contact with students (Vaughan, 2007; Erbil, 2020). In comparison with face-to-face teaching, blended teaching is more likely to further cut operating costs down
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