The Mediating Role of Student Engagement in the Relationship between Teacher and Digital Support and Learner Satisfaction in Blended Learning Environments at Higher Education
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| Title: | The Mediating Role of Student Engagement in the Relationship between Teacher and Digital Support and Learner Satisfaction in Blended Learning Environments at Higher Education |
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| Language: | English |
| Authors: | Xiao-Feng Kenan Kok (ORCID |
| Source: | British Educational Research Journal. 2025 51(3):1313-1341. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mediation Theory, Learner Engagement, Teacher Student Relationship, Electronic Learning, Student Satisfaction, Blended Learning, Higher Education, College Students, College Faculty, COVID-19, Pandemics, Foreign Countries, Professional Autonomy, Digital Literacy, Technology Uses in Education |
| Geographic Terms: | Singapore |
| DOI: | 10.1002/berj.4123 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | Given the emergence of blended learning as the dominant mode of learning at university in a post-COVID-19 world, the need to examine students' perceptions of blended learning is increasingly becoming more important. This study examined the mediating role of student engagement in the relationship between the types of support (i.e., teacher, digital) and learner satisfaction in blended learning environments. A sample of 674 Year 1 and Year 2 students from a public university in Singapore participated in this study. Structural equation modelling showed that (1) teacher autonomy and digital relatedness support predicted agentic engagement, (2) digital competence and relatedness support predicted emotional engagement, (3) emotional engagement predicted all learner satisfaction facets except for learner-instructor interaction and (4) agentic engagement predicted all learner satisfaction facets except for learner-technology interaction. Of the four dimensions of student engagement, only emotional and agentic engagement mediated the relationships between various dimensions of support and learner satisfaction. Overall, these findings highlight the importance of emotionally engaging students and imbuing a sense of agency in them to enhance the relationships between the types of support and learner satisfaction. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475462 |
| Database: | ERIC |
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