An Empirical Research On The Construction Of Student Engagement Model In Blended Learning

The construction project of double first-class colleges and universities is in full swing,and the quality of education and teaching in Colleges and universities is more concerned.With the rapid development of the Internet,colleges and universities around the world have begun to use blended learning,and the following new teaching mode of teaching quality evaluation has gradually become the research direction of researchers.Student engagement is the basis of evaluating students' learning process and learning effect from the perspective of student engagement.Not only that,student engagement has become the standard of higher education personnel quality training,which solves the shortage of higher education teaching quality evaluation.Based on the research results of student engagement in offline teaching and online teaching,taking the course "theory of physics science and education" offered by Yangtze University as an example,this study explores the path relationship among students' self-efficacy,learning environment,student engagement and learning harvest from the perspective of theoretical construction and empirical research,and constructs student engagement in blended learning environment Based on the empirical study,this paper puts forward several suggestions to improve the effect and quality of student engagement and blended learning in local colleges and universities.The main contents of this study can be summarized as follows:(1)Based on the existing theoretical models of student engagement and students' development,combined with the research on the influencing factors of student engagement and learning harvest,two dimensions of student engagement are determined: self-efficacy,and learning environment.Considering the characteristics of blended learning,a theoretical model of student engagement in Blended Learning Environment is constructed,and eight research hypotheses are put forward.(2)Based on the theoretical framework and combined with the actual situation of the implementation of Blended Learning in the course of "theory of physics science and education",a survey scale of "learning in the hybrid teaching environment" is developed.Through the empirical data test,the survey scale has qualified reliability and validity.(3)The empirical study of the student engagement model shows that: the learning environment and self-efficacy in the model have a direct impact on offline student engagement and online student engagement,in which the learning environment has an indirect impact on offline and online student engagement through the intermediary of self-efficacy,and the offline and online student engagement also has a direct impact on learning gains,through student engagement Self-efficacy and learning environment have indirect effects on learning outcomes.(4)The regression analysis of the five factors in learning environment variables,including teacher,group partner,teaching tools,teaching resources and school support,and offline and online student engagement shows that offline student engagement is affected by the teacher,group partner and teaching resources,while online student engagement is mainly affected by group partner,teaching resources and school support.Compared with the average value of the student engagement in all dimensions,it shows that the blended learning environment has the characteristics of high student engagement under the line.Combined with the actual situation,the phenomenon is explained and analyzed,the average of offline students engagement is 4.13.(5)According to the results of regression analysis,combined with the questionnaire items,this paper puts forward suggestions to improve online and offline student engagement in the blended learning environment from the aspects of self-efficacy,teachers,group partners,teaching resources and school recognition.