A Model for Optimizing Blended Learning Success: The Roles of Learning Object, Learning Strategies, and Perception of Acceptance
Learning objects, albeit small, play a significant role in conveying the learning objectives that align with learning strategies. Integrating these elements fosters positive perceptions of blended learning, which is expected to impact learning outcomes. However, there is a gap in the research on th...
Saved in:
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | Spanish |
| Published: |
Universidad de las Islas Baleares
2025-06-01
|
| Series: | Edutec |
| Subjects: | |
| Online Access: | https://edutec.es/revista/index.php/edutec-e/article/view/3591 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Learning objects, albeit small, play a significant role in conveying the learning objectives that align with learning strategies. Integrating these elements fosters positive perceptions of blended learning, which is expected to impact learning outcomes. However, there is a gap in the research on the relationship between learning objects, learning strategies, perceptions, and learning outcomes. This study aimed to develop and validate models and factors that influence the implementation of blended learning in higher education. A quantitative survey was conducted with 449 participants. The instruments used had undergone validity and reliability testing, and the data were analyzed using SEM. The results indicate that there is a model of factors influencing learning outcomes in the context of blended learning. This model includes nine dimensions of learning objects, six dimensions of learning strategies, and five dimensions of perception of acceptance, all of which significantly affect learning outcomes. The findings highlight the importance of considering the following factors in blended learning: a) learning objects, including presentation design, interaction usability, accessibility, reusability, feedback, and adaptation; b) learning strategies, such as rehearsal, elaboration, organization, critical thinking, learning time and environment, and peer learning; and c) perception of acceptance, including levels of use, attitudes, and technology adoption.
|
|---|---|
| ISSN: | 1135-9250 |