Abstract

This study investigates vocational students’ blended learning from the perspective of the extended Community of Inquiry framework (incorporating learning presence as the fourth presence), and examine the mediating role of academic self-efficacy and self-regulated learning (two constructs that we label ‘learning presence’) in the effect of teaching, social presences on cognitive presence in a blended learning environment. The research model is based on environmental factor (teaching presence and social presence), personal factor (learning presence) and cognitive presence as an outcome. A cross-sectional survey was conducted on 538 students from 4 vocational colleges in Hebei province, China. Structural equation modelling results indicate that 1) teaching, social and learning presences are co-predictors of cognitive presence; 2) learning presence significantly mediates the effect of teaching, social presences on cognitive presence through self-regulated learning and academic self-efficacy; 3) academic self-efficacy positively influence self-regulated learning. The findings of this study revealed the critical role of learning presence in fostering cognitive development and positive interaction with the blended learning environments. Implications for interventions for blended teaching design are discussed with a focus on enhancing students’ presences and academic self-efficacy to facilitate students’ self-regulated learning and cognitive development.

Keywords

References

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