A Structural Equation Model of Blended Learning Culture in the Classroom

Nguyen Tien Long, Nguyen Van Hanh


Higher education institutions are increasingly recognizing the importance of learning culture as a core factor for students' sustainable learning and development. While the development of blended learning environments in higher education institutions has been steadily increasing in recent years, but how to establish a blended learning culture in the classroom? The above problem can be solved when this study achieves its purpose to explore the factors of blended learning culture in the classroom. The focus of this study was to explore a structural equation model (SEM) of blended learning culture. A case study at the Hanoi University of Science and Technology (HUST), Vietnam was conducted and collected with a sample size large enough (339 students). The results of factor analysis have explored the core factors of the blended learning culture. The SEM analysis has achieved a first-order model of blended learning culture. And lastly, the SEM-values analysis for the existence of blended learning culture in the classroom has confirmed that they positively impact the acceptance of blended classrooms by students. Thus, a SEM of blended learning culture has provided a functional framework for educators to systematically cover all that create the success and sustainability of blended classroom culture in the classroom.

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DOI: https://doi.org/10.5430/ijhe.v9n4p99


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International Journal of Higher Education
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