EXAMINING THE ROLE OF ENGAGEMENT IN BLENDED LEARNING AND ITS EFFECTS ON LEARNING OUTCOMES AND SATISFACTION IN CAMEROON HIGHER EDUCATION

Authors

  • Shaibou Abdoulai Haji Faculty of Education, University of Yaounde I, Cameroon

DOI:

https://doi.org/10.46827/ejoe.v8i3.5223

Keywords:

blended learning, learning outcomes, learning satisfaction, learning engagement

Abstract

In the context of higher education student learning outcome, and satisfaction was examined using blended learning by analyzing how it influences the underlying learning process, focusing on the role of learning engagement. A structural model was used to explain students' learning outcomes and satisfaction with an experiment involving 210 university students learning using Google Workspace. The experimental data show that the effects of using blended learning are mediated by learning engagement. In particular, interactions using learning management systems positively affect learners' engagement, increasing perceived learning outcomes and satisfaction. Hence, blended learning appears to have significant direct and moderating effects on learning outcomes and satisfaction. These findings have several important implications for blended learning research and practice.

Author Biography

  • Shaibou Abdoulai Haji, Faculty of Education, University of Yaounde I, Cameroon

    Position: Senior Lecturer at the Faculty of Education, University of Yaoundé I, Cameroon.

    Academic Education: PhD in Education with a focus on Educational Technology.

    Area of Interest: Educational Technology, Learning Sciences, Instructional Design, STEM Education, and Blended Learning.

    Research Interests: Educational Technology, Learning Sciences, Instructional Design, STEM Education, and Blended Learning.

    Academic Networks: ResearchGate, ORCID, Google Scholar.

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Published

2024-02-21

Issue

Vol. 8 No. 3 (2023)

Section

Articles

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