Effects of different types of learning presence on the learning performance and learning satisfaction of students in a rain-classroom-based blended learning environment

This study explored how different types of learning presence (i.e., forethought or planning, self-monitoring, and strategy usage) affect the learning performance and learning satisfaction of students in a rain-classroom-based blended learning environment on WeChat. An experiment was conducted in a 16-week-long chemistry course with 78 students who used the rain classroom application. A survey was administered to collect data for analysing the effects of three types of learning presence on rain classroom (i.e., forethought or planning, self-monitoring, and strategy usage) on students' learning performance and learning satisfaction. The collected data were analysed through multiple regression analysis, and results of this analysis revealed that the three types of learning presence influenced learning performance and learning satisfaction. Specifically, among the three types of learning presence, the usage of instructional strategies had the strongest effect on students' learning performance and learning satisfaction. Logistic regression analysis was conducted to evaluate the relationship between students' learning satisfaction and learning performance, and the results of this analysis revealed that the learning performance of students with high learning satisfaction was six times better than that of students with low learning satisfaction.