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Jiang, Z. H., Zhao, C. L., Li, H. X., Huang, Y., & Shu, F. F. (2018). The Power of Self-Regulated Learning Ability: Effect on Learner-Perceived Teacher Support and Satisfaction. Open Education Research, 4, 81-89.

has been cited by the following article:

• TITLE: The Relationship of Students’ Blended Learning Ability and Students’ Willingness to Learn a Blended Course: The Mediating Role of Teachers’ Blended Teaching Competency

  AUTHORS: Ying Chen

  KEYWORDS: Students’ Blended Learning Ability, Teachers’ Blended Teaching Competency, Students’ Willingness to Learn Blended Courses, Mediating Effect

  JOURNAL NAME: Creative Education, Vol.13 No.9, September 16, 2022

  ABSTRACT: A decade before,none of the teachers and students in high educational domain have envisionedarevolutionary change in both the teaching and learning environment. And the adaption to the new environment especially in the transition from traditional learning to blended learning has confronted teachers and students alike with the challenges in the process of both learning and teaching. What capabilities students and teachers should develop to better tackle the challenges so as to improve students’ learning willingness in a blended course? The results based on the questionnaire onstudents’ satisfaction with the course—Integrated English show that: 1) Students tend to have a good understanding of their blended learning abilities and are basically satisfied with a blended course;2) Students’ blended learning ability, teachers’ blended teaching competency and course ideological and political learning practice haveasignificant positive correlation with students’ willingness to continue a blended course; 3) Teachers’ blended teaching competency plays an important and complete mediating role between students’ blended learning ability and their willingness to learn blended courses.