Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning

Qiuju Zhong, Ying Wang, Wu Lv, Jie Xu and Yichun Zhang
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Qiuju Zhong: School of Education Science, Nanjing Normal University, Nanjing 210097, China
Ying Wang: Faculty of Education, The Chinese University of Hong Kong, Hong Kong 999077, China
Wu Lv: School of Preschool Education, Jiangsu Second Normal University, Nanjing 210013, China
Jie Xu: School of Education Science, Nanjing Normal University, Nanjing 210097, China
Yichun Zhang: School of Education Science, Nanjing Normal University, Nanjing 210097, China

Sustainability, 2022, vol. 14, issue 9, 1-18

Abstract: Blended synchronous learning (BSL) is becoming increasingly widely implemented in many higher education institutions due to its accessibility and flexibility. However, little research has been conducted to explore students’ engagement and persistence and their possible predictors in such a learning mode. The purpose of this study was to investigate how to facilitate students’ engagement and persistence in BSL. In detail, this study used structural equation modeling to explore the relationships among specific predictors (self-regulation, teaching presence, and social presence), learning engagement, and learning persistence in BSL. We recruited 319 students who were enrolled in BSL at a Chinese university. The online survey was administered to gather data on the variables of this study. The results demonstrated that self-regulation, teaching presence, and social presence were positively associated with learning engagement. Self-regulation and learning engagement were positively associated with learning persistence. Moreover, learning engagement mediated the relationships between self-regulation, teaching presence, social presence, and learning persistence. This study suggests that self-regulation, teaching presence, and social presence are significant predictors for student learning engagement and persistence in BSL.

Keywords: blended synchronous learning; self-regulation; teaching presence; social presence; learning engagement; learning persistence (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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