Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

Table 6 Significant and non-significant predictors of blended learning effectiveness

Independent variables	Satisfaction			Knowledge construction			Intrinsic motivation			Performance
Independent variables	β	t	p	β	t	p	β	t	p	β	t	p
Design features
Technology quality	.24	3.575	.000**	.312	4.595	.000**	.162	2.452	.015*	−.090	−.935	.351
Online tools	.162	2.996	.003*	−.050	−.995	0.321	.142	2.666	.008*	.012	.160	.873
Interactions	.054	0.757	0.45	.280	3.869	.000**	.138	1.953	.052*	.070	.682	.496
F2f support	.098	1.967	.050*	.007	.134	.894	.026	0.529	0.598	−.057	−.798	.426
Learner characteristics
PC competence	−.011	−0.21	0.832	.026	.504	.615	.085	1.712	0.088	−.016	−.217	.828
Attitude	.172	2.550	.011	.002	.033	.973	.124	1.864	.064	−.038	−.394	.694
Self-regulation	.164	2.689	.008	.142	2.302	.022	.228	3.794	.000	.093	1.067	.287
Family support	.074	1.407	0.181	.002	.034	.973	.029	0.567	0.571	.027	.356	.722
Social support	.072	1.242	0.216	.159	2.713	.007*	.098	1.71	0.089	−.007	−.086	.932
Workload mgt	.068	1.441	0.151	.060	1.258	0.21	.060	1.283	0.201	−.086	−.126	.210