Exploring the impact of blended collaborative learning on deep learning outcomes: a structural equation modeling approach

作     者：Wu, Xiu-Yi 

作者机构：Chinese Univ Hong Kong Dept Curriculum & Instruction Hong Kong Peoples R China ShenZhen Inst Informat Technol Shenzhen Peoples R China 

出 版 物：《EDUCATION AND INFORMATION TECHNOLOGIES》 (Educ. Inf. Technol.)

年 卷 期：2025年

页      面：1-27页

核心收录：

学科分类：0401[教育学-教育学] 04[教育学] 

基　　金：Guangdong Education Science Planning Project 2024 [2024GXJK775] 

主　　题：Blended learning Deep learning Self-regulated learning Group interaction Structural equation modeling Learner engagement 

摘      要：Blended collaborative learning has emerged as an effective pedagogical model that integrates face-to-face and online learning environments, offering a dynamic platform for deep learning-characterized by critical thinking, knowledge synthesis, and application. However, existing research offers mixed findings on how blended collaborative learning promotes deep learning, with little focus on the integrated roles of learner engagement (LE), self-regulated learning (SRL), and group interaction (GI). This study addresses this gap by developing and testing a structural equation model to explore the interplay between LE, SRL, and GI and their collective impact on deep learning outcomes. A sample of 450 learners from higher education institutions participated in this study, which used validated survey instruments to assess these constructs. The findings indicate that LE significantly influences deep learning both directly and indirectly through SRL and GI. SRL and GI were also found to sequentially mediate the relationship between LE and deep learning, underscoring the importance of both individual self-regulation and collaborative interaction in fostering deep learning in blended collaborative learning environments. Additionally, gender differences in these relationships were explored, revealing subtle variations in learning dynamics between male and female learners. The study contributes to the theoretical understanding of blended learning environments and offers practical implications for designing educational frameworks that promote meaningful and lasting learning experiences.