A Study On The Assessment Of Undergraduate Learning Outcome Under Blended Learning Mode

Under the background of the digital transformation of higher education and the expansion of higher education scale,blended learning is increasingly applied in undergraduate education,including the professional courses,because it integrates the advantages of traditional face-to-face classroom and online teaching.Existing researches focus more on the design and implementation of blended learning,but the study of learning outcome is relatively insufficient.Therefore,this paper mainly discusses the learning outcome and influence mechanism of undergraduate students under the blended learning mode.The main questions of this study focus on:First,what is the learning outcome of undergraduate courses in blended learning?What are the differences in the learning outcome obtained by different undergraduate groups?Second,what influence do students’ learning characteristics,teachers’ teaching factors and LMS[Learning Management System]factors have on undergraduates’ learning outcome?Third,what is the influence mechanism of blended learning on undergraduate learning outcome?Does presence have a mediating effect?In order to solve the above problems,this study focuses on quantitative research and adopts a variety of research methods.citespace was used to understand the current research status of blended learning at home and abroad.Descriptive statistics were used to analyze the actual learning effect of undergraduates in blended learning,and the group differences of learning effect were explored by variance analysis and independent sample T test.Linear regression and hierarchical regression techniques are used to analyze the effects of students’ learning characteristics,teacher factors and LMS factors on undergraduates’ sense of presence and learning effect.The structural equation path analysis method is used to explore the influence mechanism of each factor on undergraduate learning effect.In addition,this study also conducted a supplementary analysis of relevant research content through the interview method.This study draws the following conclusions:First,under the blended learning mode,the overall learning effect of undergraduate students in the study of professional courses is good.Specifically,the scores of students in learning harvest,course quality satisfaction and behavioral tendency are above the average level,while the level of learning anxiety is relatively low,which reflects that the positive effect of blended learning is greater than the negative effect to some extent.Second,there are significant differences in the learning outcome achieved by different undergraduate groups in blended learning.In terms of background factors,male students,junior students and undergraduates with strong computer aided learning ability have better learning effects.In terms of organizational environment,undergraduates in universities that attach importance to blended learning,set up specialized institutions.introduce policies and norms,attach importance to resource investment,and provide teaching and learning support have better learning outcome.In terms of course design,the choice of LMS and the arrangement of offline teaching time will significantly affect students’ learning effect.Relatively speaking,the influence of curriculum design factors on the blended learning effect of undergraduates is greater than that of background factors and organizational enivironment factors,so more attention should be paid to the implementation of blended learning.Thirdly,the performance level of undergraduates in interactive behavior,self-regulation and psychological preparation in blended learning exceeds the theoretical mean,which reflects that undergraduates have good adaptability in blended learning,good recognition of teachers’ teaching ability and good sense of using learning platform to some extent.In this study,the"LTL-P-O" model is constructed,and by using the"LTL-O" model,it is found that teacher factors,learning characteristics,and LMS factors all have a significant impact on the learning outcome,and the influence efffect decreases in turn.It can be found that teachers are still the most important influencing factor that technology cannot replace in blended teaching.Fourthly,the "P-O" model is adopted to analyze and find that undergraduates’ sense of presence in teaching,cognitive and social all have a significant influence on their learning outcome.and the influence of cognitive presence is relatively stronger,which means that higher cognitive presence can produce better learning outcome to some extent.Based on the analysis of "LTL-P"model,it is found that teacher factors,platform factors and learning characteristics have a significant impact on undergraduates’ sense of presence.Among them,teacher factors have a stronger impact on teaching and cognitive sense of presence,and learning characteristics have a stronger impact on social sense of presence.The"LTLP-O" model is used to analyze and find that the sense of presence plays a complete mediating effect in the model.Students’ learning characteristics,teachers’ teaching factors and LMS factors influence students’ learning effect through the mediating effect of the sense of presence.Finally,according to the analysis results of the students’ learning outcome under the blended learning mode and its influencing factors,this study puts forward relevant suggestions on the improvement of undergraduate learning outcome under the blended learning mode from the levels of students,colleges,teachers and LMS.