Factors Impacting Satisfaction with Blended Learning Among Private College Students in Mianyang, China
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Purpose: This research aimed to examine the factors of task technology fit, confirmation, cognitive presence, teaching presence, social presence, and learner-instructors interaction to impact blended learning satisfaction for two private college students in Mianyang, China. The research population targets undergraduates who majored in art and design subjects. Research design and methodology: This research applied the quantitative method and questionnaire as instruments. Before distributing the questionnaires, Item-Objective Congruence (IOC) and a pilot test of Cronbach’s Alpha were used to test validity and reliability. Data was analyzed by utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate the model’s goodness of fit and confirm the causal relationship among variables for hypothesis testing. This research surveyed 500 students through an online survey and tested the hypotheses. Results: Cognitive presence has a significant impact on social presence and satisfaction. Teaching presence has a strong impact on cognitive presence and no significant impact on satisfaction. Learner-instructor interaction has a significant impact on satisfaction. Confirmation and social presence have no impact on satisfaction. Conclusions: College managers should improve the IT system to fit learning tasks and help teachers to raise their abilities to enhance teaching effectiveness. Students should obtain more training to improve their cognitive abilities using various approaches
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