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New media technology can effectively support teacher–student rapport. In this study, Chinese students befriended their teachers on social media, and we compared their blended learning (N=455) based on this social media interaction with face-to-face learning (N=450). The results indicate that affective learning and cognitive learning in blended learning were superior to face-to-face learning. However, no significant differences in social presence, academic self-concept, or grade point average were observed between blended learning and face-to-face learning. According to a multi-group structural equation modelling analysis, the mediating effect of affective learning in blended learning was superior to that in face-to-face learning; in addition, academic self-concept significantly influenced cognitive learning. No significant difference was found for grade point average. Finally, we propose blended learning related suggestions regarding how to trigger students' connection need and inspire their wisdom and potential. [ABSTRACT FROM AUTHOR]

In online learning, the high dropout ratio is a serious problem and reflects a poor level of motivation in e-learning programmes. Social-interactive engagement may greatly affect users' attitudes and choices in many fields; among these, online learning is inevitably impacted by factors such as social connections. To study the impact of social-interactive engagement on the dropout ratio and learning progress, iMOOC was employed as the study object using data from 619 courses and 2,071,147 learners, as well as 19,451,428 learning records. As engagement is a process of collecting experiences, the learner's experience plays a significant role in reducing the dropout ratio. Social-interactive engagement helps to reduce the dropout ratio; thus, learners should be encouraged to engage in online activities, such as discussions, note sharing, commenting and Q&A, to alleviate the feelings of being disconnected and isolated. Through an empirical study, we also find that the longer a learner's registered time is, the lower the dropout ratio. From the perspective of the courses themselves, the dropout ratios of shorter or more difficult courses are lower than those of longer or less-difficult courses. This paper provides theoretical and practical recommendations for reducing the dropout ratio in online learning and improving learning efficiency. [ABSTRACT FROM AUTHOR]