Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study

• Published in: Computers and education 2021-07, Vol.168, p.104193, Article 104193
• Main Authors: Shi, Yafei, Tong, Mingwen, Long, Taotao
• Format: Article
• Language: English
• Subjects: Blended Synchronous learning environments; Improving classroom teaching; Pedagogical affordance; Secondary education; Teaching/learning strategies
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2021.104193

The purpose of this study was to explore the relationship and functioning mechanism between a blended synchronous learning environment (BSLE) and high school students’ cognitive engagement with a mediating role of motivation. This study surveyed 385 high school students enrolled in blended synchronous courses. Building on the quantitative results, 43 students in 23 small groups were selected to be measured in more depth. Results showed that pedagogical affordance was found to be a strong predictor to students’ extrinsic motivation, intrinsic motivation, and deep cognitive engagement. Interestingly, the impact of pedagogical affordance on students’ shallow cognitive engagement was fully mediated by extrinsic motivation. However, statistically, the impact of social and technical affordance on motivation and cognitive engagement was not observed. The follow-up qualitative research yielded seven major themes with regard to pedagogical, social, and technical affordance. These themes helped to understand and interpret those results observed in quantitative phase. This study suggested that instructors and practitioners must take into consideration pedagogical, social, and technical affordance to redesign a motivating and engaging learning environment. •Pedagogical affordance of BSLE significantly predicts extrinsic and intrinsic motivation, and deep cognitive engagement.•Effect of pedagogical affordance on shallow cognitive engagement was fully mediated by extrinsic motivation.•Effects of social and technical affordance on remote student's motivation and cognitive engagement were not observed.•Seven themes in second, qualitative, phase provides a more in-depth understanding to the findings.