Moderated Mediation Model of Student Expectation and Satisfaction in Blended Learning: Context of Mathematics Learning in Chinese Higher education institutions

Abstract

With the continuous development of educational informatization, blended learning, which combines the advantages of online and offline teaching, has become a research hotspot in the field of education. This study aims to discuss the influencing factors of blended learning satisfaction. Using purposive sampling method, 529 undergraduate students majoring in mathematics from 16 higher education institutions in Guangxi were surveyed. Furthermore, validity and reliability tests, confirmatory factor analysis, correlation analysis, and structural equation modeling were employed to process the data. Empirical results indicate that in blended learning, student expectation and perceived value have significant positive effects on learning satisfaction. Student expectation also have a significant positive effect on perceived value. Moreover, perceived value plays a mediating role in the relationship between student expectation and learning satisfaction. Self-efficacy moderates the relationship between student expectation and learning satisfaction. This study contributes to enhancing the quality of blended courses and improving the satisfaction of university students with blended learning.