Perceptions and Attitudes Toward Learners’ Academic Achievement in Blended Learning Environments: A Conceptual Framework

Abstract

As a future trend at the nexus of information and communication in education, blended learning has been verified in course level issues for its’ effectiveness in enhancing students’ academic achievement. However, few studies utilize a holistic perspective to investigate what the key factors are and how they are affecting students’ academic achievement in a blended learning context. To fill the gap, the authors review theories and models pertinent to learning and propose a conceptual framework for blended learning, which not only accords its design philosophy but unfolds a complete picture covering the key affecting factors at different phases of this learning context. Additionally, this study identifies major sub-factors and indicators of each construct based on previous studies, which may help measure the conceptual framework of a real blended learning context. This study sheds light on the dimensions involved in the learning process with the learning environment to facilitate students’ learning and promote their academic achievement in blended learning. The authors suggest that future studies test and clarify the framework, which will further advance the understanding of the contribution of different factors to students’ academic achievement in blended learning contexts and maximally promote the integration of information technology and education. © Common Ground Research Networks, Shuhan Yang, Ruihui Pu, Jirawan Deeprasert, All Rights Reserved.Permissions: cgscholar.com/cg_support