Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence.

Abstract This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting. Highlights • Little is known about how different learning attributes influence learning effectiveness in blended earning context. • Data samples from 207 university students were collected. • Results show that student enrollment is positively related to cognitive presence, social presence and learning outcome. • Teaching presence has positive influence on cognitive presence and social presence in the blended learning environment. • Learning motivation positively influences student enrollment. [ABSTRACT FROM AUTHOR]