HRMARS - The rapid integration of blended learning in higher education has highlighted the importance of structured and multidimensional support systems in enhancing student engagement. This study investigates the relationship between students’ perceived learning support and their engagement in blended learning environments. Using Pearson correlation analysis, the study examines four dimensions of perceived learning support: teacher support, emotional support, peer support, and technical support. The findings reveal significant positive correlations between all support dimensions and blended learning engagement, with peer support (r = 0.506, p < 0.01) and overall perceived learning support (r = 0.515, p < 0.01) demonstrating the strongest relationships. The results suggest that a comprehensive support system plays a crucial role in fostering active participation and sustained engagement among students. The study concludes that strengthening institutional, interpersonal, and technological support mechanisms can significantly improve the effectiveness of blended learning environments.
Xingtian et al. (Fri,) studied this question.