Table 9 Hypotheses testing results
From: Investigating self-directed learning and technology readiness in blending learning environment
Hypotheses | BL group | NBL Group |
|---|---|---|
H1.Student self-directed learning readiness positively correlates with students’ perception of CoI | ||
 H1a.Student self-directed learning readiness positively correlates with student teaching presence | Not support | Not support |
 H1b.Student self-directed learning readiness positively correlates with student cognitive presence | Support | Not support |
 H1c.Student self-directed learning readiness positively correlates with student social presence | Not Support | Not Support |
H2.Self-directly learning positively correlates with learning motivation | Support | Not support |
H3.Student Technology readiness positively correlates with students’ perception of CoI | ||
 H3a.Student Technology readiness positively correlates with student teaching presence | Support | Support |
 H3b.Student Technology readiness positively correlates with student cognitive presence | Not support | Not Support |
 H3c.Student Technology readiness positively correlates with student social presence | Not support | Not Support |
H4.Technology readiness positively correlates with learning motivation | Support | Support |
H5.Student learning motivation correlates with students’ perception of CoI | ||
 H5a.Student learning motivation correlates with students’ perception of teaching presence | Not support | Support |
 H5b.Student learning motivation correlates with students’ perception of cognitive presence | Not support | Not Support |
 H5c.Student learning motivation correlates with students’ perception of social presence | Support | Support |
H6. Social presence positively correlates with the cognitive and teaching presences | ||
 H6a. Social presence positively correlates with teaching presence | Support | Support |
 H6b. Social presence positively correlates with the cognitive presence | Support | Support |