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

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

Independent variables Satisfaction Knowledge construction Intrinsic motivation Performance
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
  1. ** P < .001 level, * p < .05