Blended learning engagement evaluation system for university in china

Abstract

This study aimed to: 1) synthesize various assessment indicators of blended learning engagement and 2) create an evaluation framework for the engagement of university students in blended teaching environments. The research samples consisted of three groups: 1) 17 education experts from different universities, all holding doctoral degrees or above, selected through purposive sampling, 2) 100 teachers with blended teaching experiences from five universities in Sichuan province, China and 3) 226 teachers with blended teaching experiences at Sichuan University of Science & Engineering, selected through stratified sampling. Data collection tools included semi-structured interviews and seven questionnaires. Statistical data utilized for data analysis encompassed frequencies, percentages, means, standard deviations, and the Delphi technique. An assessment framework was developed for measuring engagement in blended learning and it was applied to evaluate the engagement of undergraduate students at Sichuan University of Science & Engineering. The results indicated that undergraduate students at the university demonstrated good levels of engagement in blended learning. The analysis of the indicators also identified areas for potential improvement. These findings should be valuable to educators and institutions seeking to enhance student engagement in blended learning environments and thereby improve the overall learning experiences.