Using self-determination and expectancy theory to evaluate hybrid learning
Document Type
Article
Publication Date
1-1-2024
Abstract
This research uses self-determination theory and expectancy theory to investigate how Indonesian students responded to hybrid learning in the post-COVID-19 pandemic. This research specifically examines the impact of instructional support and peer support on academic performance, as well as the role of learning satisfaction as a mediator. Using structural equation modelling, the findings indicate that instructional support has a significant impact on learning satisfaction and academic performance. Indeed, peer support has a significant impact on learning satisfaction and academic performance. Furthermore, learning satisfaction acts as a significant mediator of these indirect effects of these variables on supporting academic performance among Indonesian students. This study also provides implications and contributions of using hybrid learning in promoting academic learning in the post-COVID-19 pandemic. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
Academic performance, Business, management and accounting, Higher education, Instructional support, Learning satisfaction, Open & distance education and eLearning, Peer support, Sammy King Fai Hui, Curriculum & instruction, The Education University of Hong Kong, Hong Kong, Teachers & teacher education
Divisions
Education
Publication Title
Cogent Education
Volume
11
Issue
1
Publisher
Taylor and Francis Ltd.