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Academic administration factors affecting blended learning system for colleges in Henan province

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Mixed-methods analysis reveals key administrative factors impacting blended learning in colleges, highlighting areas for improvement.

Moderate levels of academic administration factors impact implementation of blended learning systems.
Teaching effectiveness and learning participation emerged as key predictors, explaining 65% of variance in outcomes.
Mixed-methods design included surveys of 502 educators and interviews with nine experts to gather comprehensive insights.
Recommendations focus on enhancing infrastructure, faculty training, and assessment redesign to support equitable learning.

Chen et al. (2025) studied this question.

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