Construction of a model of factors influencing student learning experiences in a blended collaborative learning model: A quantitative evaluation

This study, anchored in the empirical domain of student learning experiences, employs the Chaoxing Fanya network teaching platform to delineate a comprehensive model of factors that influence student learning experiences within the framework of blended collaborative learning. Through a rigorous synthesis of extant literature and qualitative interviews, the research identifies seven pivotal determinants of the blended collaborative learning experience: teaching ability, learning motivation, learning activity design, characteristics of resources, learning tasks, teacher-student interaction, and peer interaction and collaboration. The primary objective of this investigation was to develop a model that encapsulates the interplay of factors influencing students’ learning experiences in blended collaborative learning. This was achieved through a quantitative analysis that sought to elucidate the relationships among key factors such as teaching ability, learning motivation, and learning activities. To this end, a questionnaire, underpinned by a rigorously validated set of questions, was administered to a cohort of 180 college students engaged in a blended learning course. The data gathered from this instrument were subjected to a meticulous analysis, which involved the construction and validation of a structural equation model using the AMOS software. The findings of this study underscore the pivotal role of the teacher’s pedagogical acumen as the foundational element influencing student learning experiences in the blended collaborative learning paradigm. This factor was found to exert a positive influence on learning motivation, learning activity design, and resource characteristics. Furthermore, learning motivation and learning activity design were identified as significant predictors of teacher-student interactivity and the efficacy of learning tasks. The study also revealed that learning tasks have a positive impact on fostering peer interaction and collaboration. In conclusion, the study offers a series of recommendations aimed at enhancing the efficacy of blended collaborative learning environments. These recommendations are predicated on the empirical evidence garnered from the study, providing a roadmap for educational practitioners seeking to optimize the blended collaborative learning experience for their students.