Search

Influence of Blended Learning on Students' Self-Efficacy: An Empirical Study Based on Cesim Simulation Course

Author(s)

Feng Zhang1,*, Ting Jiang2

Affiliation(s)

1Qingdao Vocational and Technical College of Hotel Management, Qingdao, Shandong, China 2School of Culture and Tourism, University of Jinan, Jinan, Shandong, China *Corresponding Author.

Abstract

Blended learning is gaining increasing prominence within the field of education, yet there remains a notable scarcity of research dedicated to this subject. This study places its focus squarely on students who are actively engaged in a blended teaching program utilizing the CESIM simulation as a foundational element. Its primary objective is to delve into the profound influence that the blended teaching mode wields over students' self-efficacy, all while considering emotional arousal as a pivotal mediating variable. The results of this study vividly demonstrate that the situational components and reference variables embedded in blended learning yield a positive impact on students' self-efficacy by evoking positive emotional responses. Furthermore, the practice of collaboration emerges as a direct and unequivocally positive contributor to students' self-efficacy. Evaluation, on the other hand, proves effective in stimulating positive emotions in students but lacks a direct impact on self-efficacy. In light of these findings, it is incumbent upon educational institutions and educators to commit to the enhancement of blended learning methodologies. By doing so, they can create a classroom environment that nurtures positive emotions among students and, in turn, bolsters their self-efficacy, thereby enriching their overall learning experience.

Keywords

Blended Learning; Self-Efficacy; Cesim Simulation; Emotional Arousal; Hospitality

References

[1] Graham, C. R. (2006). Blended Learning Systems. The Handbook of Blended Learning: Global Perspectives, Local Designs, 1, 3-21. [2] López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended Learning in Higher Education: Students’ Perceptions and Their Relation to Outcomes. Computers & Education, 56(3), 818-826. [3] Finlay, M. J., Tinnion, D. J., & Simpson, T. (2022). A virtual versus blended learning approach to higher education during the COVID-19 pandemic: The experiences of a sport and exercise science student cohort. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100363. [4] Gao, B. W., Jiang, J., & Tang, Y. (2020). The effect of blended learning platform and engagement: The case from the tourism management teaching. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100272. [5] Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the Online Component of Blended Learning: A Systematic Review. Computers & Education, 144, 103701. [6] Pratt, M. A., & Hahn, S. (2016). Enhancing Hospitality Student Learning Through the Use of a Business Simulation. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 10-18. [7] Lean, J., Moizer, J., & Newbery, R. (2014). Enhancing the impact of online simulations through blended learning: A critical incident approach. Education+ Training, 56(2/3), 208-218. [8] Tompson, G. H., & Dass, P. (2000). Improving Students’ Self-Efficacy in Strategic Management: The Relative Impact of Cases and Simulations. Simulation & Gaming, 31(1), 22-41. [9] Garrison, D. R., & Kanuka, H. (2004). Blended Learning: Uncovering Its Transformative Potential in Higher Education. The Internet and Higher Education, 7(2), 95-105. [10] Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. John Wiley & Sons. [11] Goodyear, V., & Dudley, D. (2015). “I'm a Facilitator of Learning!” Understanding What Teachers and Students Do Within Student-Centered Physical Education Models. QUEST, 67(3), 274-289. [12] Feng X.Y., Wang R.X., & Wu Y.J.. (2018). A Review of Research on Blended Learning at Home and Abroad—Based on the Analysis Framework of Blended Learning. Journal of Distance Education, 36(03), 13-24. [13] Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54. [14] Carman, J. M. (2005). Blended learning design: Five key ingredients. Agilant Learning, 1(11), 1-10. [15] Neumeier, P. (2005). A Closer Look at Blended Learning—Parameters for Designing a Blended Learning Environment for Language Teaching and Learning. ReCALL, 17(2), 163-178. [16] Ampountolas, A., Shaw, G., & James, S. (2019). Active Learning to Improve Self-Confidence and Decision-Making Skills Through the Use of Hotel Simulation. Journal of Hospitality & Tourism Education, 31(3), 125-138. [17] Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191. [18] Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The Exercise of Control. Springer. [19] Wood, R., & Bandura, A. (1989). Social Cognitive Theory of Organizational Management. Academy of Management Review, 14(3), 361-384. [20] Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2020). Self-Efficacy, Performance and the Role of Blended Learning. Journal of Applied Research in Higher Education, 13(1), 98-111. [21] Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125. [22] Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91-105. [23] Schutz, P. A., & Lanehart, S. L. (2002). Emotions in Education. Educational Psychologist, 37(2), 67-68. [24] Hulse, L. M., Allan, K., Memon, A., & Read, J. D. (2007). Emotional Arousal and Memory: A Test of the Poststimulus Processing Hypothesis. The American Journal of Psychology, 120(1), 73-90.