Research on The Influence of Blended Teaching on Autonomous Learning Ability of College Students Based on a Structural Equation Model

Abstract

With the rapid development of information technology in recent years, learning and teaching approaches are facing profound changes. This study uses a structural equation model to analyze the influence mechanism of blended teaching on the autonomous learning ability of college students through a questionnaire survey of 295 students who have taken a blended course at universities in Heilongjiang Province. In this study, a structural equation model of the relationship between blended teaching, student involvement and autonomous learning ability was constructed and SPSS22, AMOS24.0 were used to test the reliability, validity and fit degree. Research shows that teaching content, teaching methods and teaching attitudes in blended teaching have a significant positive impact on students' autonomous learning ability. Teaching content and teaching methods can affect students' behavioral engagement, emotional engagement and cognitive engagement, thereby affecting students' autonomous learning ability. Teaching attitudes affect students' autonomous learning ability by influencing students' behavioral and emotional engagement. In order to improve the effect of blended teaching, colleges and universities should pay attention to the design and implementation of blended courses, change teaching concepts, increase Student engagement, stimulate students' learning motivation and then improve students' autonomous learning ability.