EXAMINING THE IMPACT OF HYBRID TEACHING MODEL REDESIGN ON STUDENT LEARNING EFFECTIVENESS

Abstract

The rapid digital transformation of higher education has accelerated the adoption of hybrid teaching models that combine online and face-to-face instruction. However, in skill-intensive courses such as Building Information Modeling (BIM), the optimal balance between online and offline components remains unclear. This study examines the effect of restructuring hybrid teaching on student learning effectiveness in higher education institutions in Kunming, Yunnan, China. Drawing on the Community of Inquiry framework, Self-Regulated Learning theory, Self-Determination Theory, and the Technology Acceptance Model, the study investigates the relationships among online learning duration, interaction frequency, self-regulated learning ability, learning motivation, learning platform support, and learning effectiveness. Self-regulated learning ability and learning motivation are tested as mediating variables, while interaction frequency functions as a moderating variable. A mixed-methods design is adopted, combining survey data analyzed through Structural Equation Modeling (SEM) with qualitative insights from student feedback. The findings aim to provide theoretical and practical guidance for optimizing hybrid teaching structures in skill-intensive higher education programs.