1. Social media on blended learning: the effect of rapport and motivation.
- Author
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Zheng, Wenzhi, Yu, Fang, and Wu, Yenchun Jim
- Subjects
TEACHER-student relationships ,STRUCTURAL equation modeling ,COLLEGE students ,TEACHING methods ,SOCIAL media ,MOTIVATION (Psychology) ,SELF-perception ,CROSS-sectional method ,LEARNING strategies ,T-test (Statistics) ,QUESTIONNAIRES ,DESCRIPTIVE statistics ,FACTOR analysis ,RESEARCH funding ,STUDENT attitudes ,DATA analysis software ,EDUCATIONAL outcomes - Abstract
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]
- Published
- 2022
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