Research Article
Proactive Personality, Online Interaction, and Learning Outcomes in Blended Teaching: Implications for Higher Education Administration
@INPROCEEDINGS{10.4108/eai.29-3-2024.2347752, author={Aili Zhang and Juan Li}, title={Proactive Personality, Online Interaction, and Learning Outcomes in Blended Teaching: Implications for Higher Education Administration}, proceedings={Proceedings of the 3rd International Conference on Educational Innovation and Multimedia Technology, EIMT 2024, March 29--31, 2024, Wuhan, China}, publisher={EAI}, proceedings_a={EIMT}, year={2024}, month={6}, keywords={proactive personality online interaction blended learning learning outcome}, doi={10.4108/eai.29-3-2024.2347752} }- Aili Zhang
Juan Li
Year: 2024
Proactive Personality, Online Interaction, and Learning Outcomes in Blended Teaching: Implications for Higher Education Administration
EIMT
EAI
DOI: 10.4108/eai.29-3-2024.2347752
Abstract
This study utilized quantiative surveys and regression analysis to analyze data collected from a blended teaching course in a university in Guangzhou, China, exploring the relationship between proactive personality and online interaction with learning outcomes in the blended teaching/learning. A mediation model was performed to evaluate the research hypotheses. The research results indicate that proactive personality can positively predict online interaction in blended learning, and at the same time, online interaction positively predicts learning performance. Online interaction plays a mediating role in proactive personality and blended learning outcomes. The study results reveal that in a blended learning environment, proactive personality and online interaction behavior can effectively enhance student learning outcomes. Implications for higher education administration in China are discussed.
