Antecedents and consequences of learners’ engagement: examining moderating role of supervisor support in workplace blended learning

Purpose The purpose of this study is to identify and examine the antecedents to learners’ engagement in the context of a blended learning training program. In addition, this study sought to investigate the relationship between learners’ engagement and employee agility. The significance of perceived support from supervisors in learners’ engagement and employee agility was also studied. Design/methodology/approach The sample composed of employees who had undertaken the blended learning training program; a total of 375 survey responses were analyzed. SPSS 29 and AMOS 29 were used to test the research hypotheses. Findings The findings of the study reveal a positive relationship between acceptance of blended learning, instructor competence and metacognitive skills on learners’ engagement. Furthermore, a direct and positive relationship between learners’ engagement and employee agility was found. Additionally, the support from supervisors was found to strengthen the association between learners’ engagement and employee agility. Originality/value The findings of this study shed light on the factors that are necessary for the successful implementation of blended learning training programs. This study specifically emphasizes the importance of learners’ engagement and perceived supervisor support as key components of such programs.