The relationship between teaching practices, dedication to learning, and the learning effect of blended learning from the perspective of adults

Abstract

Nowadays, blended learning has emerged as a crucial teaching approach in response to the unique characteristics of adult learners and the integration of digital technologies in education. This study is to construct a theoretical model for understanding the impact of blended learning on adult learners, investigate the influence of teachers' attitudes and preparedness on student engagement, and examine the moderating effect of learning motivation. A questionnaire survey was conducted with 1532 expanded recruitment students. Data analysis was performed using a theoretical model that considered teachers' attitudes and preparedness as independent variables and students' cognitive, emotional, and behavioral engagement as dependent variables. The study investigated learning motivation as a moderating variable. This study found that teachers' attitudes and preparedness significantly promoted student engagement. The study discovered that learning motivation plays a moderating role in the connection between teaching attitudes, readiness, and student engagement. Student engagement acted as a mediator between teaching behavior and learning outcomes. The results have practical implications for improving teaching strategies and enhancing learning outcomes in adult. The findings provide valuable insights for vocational colleges in designing effective blended teaching strategies. They also guide educational institutions in improving teaching attitudes and preparedness, as well as motivating students to learn. Educators and policymakers can use these findings to optimize educational models and improve learning outcomes.