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September 29, 2025International Journal of Sociologies and Anthropologies Science ReviewsOpen Access

Factors Impacting Student Satisfaction with Blended Learning in English Courses: A Case Study of a Higher Vocational and Technical University in Sichuan, China

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Authors

YQYin QiAssumption University FWFengli WangHuzhou Vocational and Technical College

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Implication

Mixed-methods study identifies course design quality and perceived usefulness as key influences on student satisfaction in blended learning environments.

Key Points

Course design quality and perceived usefulness significantly impact student satisfaction, enhancing blended learning outcomes.
Analysis revealed that system quality, information quality, and course design quality influence perceived ease of use and perceived usefulness.
Employing a mixed-methods approach, this research utilized a 29-item questionnaire and in-depth interviews for comprehensive data collection.
The findings suggest that optimizing blended learning strategies can greatly improve student satisfaction in vocational education.

Cite This Study

Qi et al. (2025) studied this question.

synapsesocial.com/papers/68da58dcc1728099cfd11484 https://doi.org/10.60027/ijsasr.2026.7459

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Implication

Mixed-methods study identifies course design quality and perceived usefulness as key influences on student satisfaction in blended learning environments.

Factors Impacting Student Satisfaction with Blended Learning in English Courses: A Case Study of a Higher Vocational and Technical University in Sichuan, China

Discussion

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Implication

Key Points

Cite This Study

Factors Impacting Student Satisfaction with Blended Learning in English Courses: A Case Study of a Higher Vocational and Technical University in Sichuan, China

Discussion

Member takes

Implication

Key Points

Cite This Study

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