An Investigation of Academic Self-Efficacy, Intrinsic Motivation and Connected Classroom Climate on College Students' Engagement in Blended Learning

Abstract

Blended learning has become an important trend in the development of higher education in recent years. However, maintaining college students' engagement has been problematic. To better understand college students' engagement and continuation of blended learning, this study employed the mixed method to examine college students' engagement and three major factors (academic self-efficacy, intrinsic motivation, and connected classroom climate) that were related to students' learning. The results revealed that college students' academic self-efficacy, intrinsic motivation and connected classroom climate were found to significantly impact college students' engagement. These findings can provide instructors with some strategies to improve students' engagement in blended learning. And administrators and researchers can apply this knowledge to implement, improve, and assess blended learning.