Using self-determination and expectancy theory to evaluate hybrid learning
This research uses self-determination theory and expectancy theory to investigate how Indonesian students responded to hybrid learning in the post-COVID-19 pandemic. This research specifically examines the impact of instructional support and peer support on academic performance, as well as the role...
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my.um.eprints.449732024-04-25T01:21:21Z http://eprints.um.edu.my/44973/ Using self-determination and expectancy theory to evaluate hybrid learning Rahayu, Wening Patmi Sulistyowati, Raya Pratikto, Heri Hidayat, Rachmad Narmaditya, Bagus Shandy Zainuddin, Zamzani Zumroh, Siti Indarwati, Rila Ayu Agnes LB2300 Higher Education This research uses self-determination theory and expectancy theory to investigate how Indonesian students responded to hybrid learning in the post-COVID-19 pandemic. This research specifically examines the impact of instructional support and peer support on academic performance, as well as the role of learning satisfaction as a mediator. Using structural equation modelling, the findings indicate that instructional support has a significant impact on learning satisfaction and academic performance. Indeed, peer support has a significant impact on learning satisfaction and academic performance. Furthermore, learning satisfaction acts as a significant mediator of these indirect effects of these variables on supporting academic performance among Indonesian students. This study also provides implications and contributions of using hybrid learning in promoting academic learning in the post-COVID-19 pandemic. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Taylor and Francis Ltd. 2024 Article PeerReviewed Rahayu, Wening Patmi and Sulistyowati, Raya and Pratikto, Heri and Hidayat, Rachmad and Narmaditya, Bagus Shandy and Zainuddin, Zamzani and Zumroh, Siti and Indarwati, Rila Ayu Agnes (2024) Using self-determination and expectancy theory to evaluate hybrid learning. Cogent Education, 11 (1). ISSN 2331-186X, DOI https://doi.org/10.1080/2331186X.2024.2303535 <https://doi.org/10.1080/2331186X.2024.2303535>. 10.1080/2331186X.2024.2303535 |
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LB2300 Higher Education Rahayu, Wening Patmi Sulistyowati, Raya Pratikto, Heri Hidayat, Rachmad Narmaditya, Bagus Shandy Zainuddin, Zamzani Zumroh, Siti Indarwati, Rila Ayu Agnes Using self-determination and expectancy theory to evaluate hybrid learning |
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This research uses self-determination theory and expectancy theory to investigate how Indonesian students responded to hybrid learning in the post-COVID-19 pandemic. This research specifically examines the impact of instructional support and peer support on academic performance, as well as the role of learning satisfaction as a mediator. Using structural equation modelling, the findings indicate that instructional support has a significant impact on learning satisfaction and academic performance. Indeed, peer support has a significant impact on learning satisfaction and academic performance. Furthermore, learning satisfaction acts as a significant mediator of these indirect effects of these variables on supporting academic performance among Indonesian students. This study also provides implications and contributions of using hybrid learning in promoting academic learning in the post-COVID-19 pandemic. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. |
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Article |
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Rahayu, Wening Patmi Sulistyowati, Raya Pratikto, Heri Hidayat, Rachmad Narmaditya, Bagus Shandy Zainuddin, Zamzani Zumroh, Siti Indarwati, Rila Ayu Agnes |
author_facet |
Rahayu, Wening Patmi Sulistyowati, Raya Pratikto, Heri Hidayat, Rachmad Narmaditya, Bagus Shandy Zainuddin, Zamzani Zumroh, Siti Indarwati, Rila Ayu Agnes |
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Rahayu, Wening Patmi |
title |
Using self-determination and expectancy theory to evaluate hybrid learning |
title_short |
Using self-determination and expectancy theory to evaluate hybrid learning |
title_full |
Using self-determination and expectancy theory to evaluate hybrid learning |
title_fullStr |
Using self-determination and expectancy theory to evaluate hybrid learning |
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Using self-determination and expectancy theory to evaluate hybrid learning |
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using self-determination and expectancy theory to evaluate hybrid learning |
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Taylor and Francis Ltd. |
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2024 |
url |
http://eprints.um.edu.my/44973/ |
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