Chen Zidi

With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.

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.