An exploratory study of learning engagement and influential factors in a blended learning environment among higher vocational students

Abstract

Effective adoption of blended learning necessitates the learning engagement of students to the best extent, but limited attention has been paid to the learning engagement of vocational colleges in previous studies. Thus, the present study aims to investigate students’ learning engagement in a blended learning environment and explore the influential factors in vocational education. After collecting questionnaires from 392 vocational students at Guangxi Vocational University of Agriculture, this research employed independent samples t-tests, one-way ANOVA, and multiple regression analysis to perform the data analysis. The analysis results identified a high level of behavioral engagement but a low level of emotional engagement. In terms of group differences, gender, computer skills, hometown, and disciplinary background significantly influenced learning engagement, and notable positive correlations were also found between computer skills and cognitive engagement as well as behavioral engagement. Additionally, the multiple regression analysis revealed that teacher factors played a critical role in overall learning engagement, while resource and platform factors significantly promoted behavioral and cognitive engagement. Findings of this research contribute to the empirical evidence of learning engagement in vocational education and provide insights for improving blended learning courses tailored to vocational learners’ characteristics.