Precision Teaching and Learning Performance in a Blended Learning Environment

Bin Yin; Chih-Hung Yuan

doi:10.3389/fpsyg.2021.631125

Precision Teaching and Learning Performance in a Blended Learning Environment

Front Psychol. 2021 Feb 5:12:631125. doi: 10.3389/fpsyg.2021.631125. eCollection 2021.

Authors

Bin Yin¹, Chih-Hung Yuan¹

Affiliation

¹ School of Economics and Commerce, University of Electronic Science and Technology of China, Zhongshan Institute, Zhongshan, China.

Abstract

Blended learning has gained increasing popularity in colleges and universities with mixed results. Precision teaching can effectively promote learning performance. The relation between perceived precision teaching (PPT) and the learning performance of college students in a blended learning environment is investigated in this paper. In the research survey is featuring a structural model, 256 college students who attended blended learning courses featuring precision teaching participated. The model results revealed that PPT is directly and positively related to self-efficacy and learning motivation. Self-efficacy and learning motivation are directly and positively related to cognitive, teaching, and social presence. Additionally, cognitive, teaching, and social presence are directly and positively related to learning performance. Therefore, PPT is remotely and indirectly related to learning performance. These findings provide a new perspective for the theoretical study on blended learning performance and provide a realistic reference for precision teaching practice in the blended learning environment.

Keywords: blended learning; community of inquiry; learning motivation; learning performance; precision teaching; self-efficacy; structural equation modeling.