IJIET 2026 Vol.16(1): 227-234
doi: 10.18178/ijiet.2026.16.1.2497
doi: 10.18178/ijiet.2026.16.1.2497
The Impact of Online Engagement on Student Achievement in Blended Courses: Evidence from Liuzhou City Vocational College
Lu Dan1,2, Jin Xiao1,3, Johan @ Eddy Luaran1,*, and Nor Tutiaini Binti Ab. Wahid1
1. Faculty of Education, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
2. Liuzhou City Vocational College, Liuzhou, China
3. Zhuhai College of Science and Technology, Zhuhai, China
Email: tangguodaidai@gmail.com (L.D.); 2023907937@student.uitm.edu.my (J.X.); johaneddy@uitm.edu.my (J.E.L.); tutiaini@uitm.edu.my (N.T.B.A.W.)
*Corresponding author
2. Liuzhou City Vocational College, Liuzhou, China
3. Zhuhai College of Science and Technology, Zhuhai, China
Email: tangguodaidai@gmail.com (L.D.); 2023907937@student.uitm.edu.my (J.X.); johaneddy@uitm.edu.my (J.E.L.); tutiaini@uitm.edu.my (N.T.B.A.W.)
*Corresponding author
Manuscript received July 16, 2025; revised August 19, 2025; accepted September 4, 2025; published January 16, 2026
Abstract—With the rapid development of information technology, blended courses have become a crucial direction for educational reform in vocational colleges. Grounded in self-determination theory and social constructivism, this study employs Structural Equation Modeling (SEM) to systematically examine the mechanism by which online engagement influences student achievement in blended courses. A total of 300 students enrolled in blended courses at a vocational college in China were surveyed using a structured questionnaire. The findings indicate that online engagement not only directly enhances students’ learning self-efficacy and motivation but also significantly promotes their academic performance by increasing learning involvement. Mediation analysis reveals that learning self-efficacy and motivation exert a chain-mediated effect on academic achievement through learning involvement. Both the model fit indices and the reliability and validity of the scales used reach excellent levels. These results enrich the theoretical understanding of blended learning and provide empirical evidence and practical recommendations for the optimization of blended courses and the digital transformation of teaching in vocational colleges.
Keywords—blended courses, online engagement, academic achievement, structural equation modeling, vocational colleges
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—blended courses, online engagement, academic achievement, structural equation modeling, vocational colleges
Cite: Lu Dan, Jin Xiao, Johan @ Eddy Luaran, and Nor Tutiaini Binti Ab. Wahid, "The Impact of Online Engagement on Student Achievement in Blended Courses: Evidence from Liuzhou City Vocational College," International Journal of Information and Education Technology, vol. 16, no. 1, pp. 227-234, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).