Main Article Content
I explored the relationship between students’ perception of blended learning and their engagement and satisfaction with the course. I used structural equation modeling to analyze the survey responses of 270 tourism management students from two universities in China. The findings indicated that emotional engagement and perceived usefulness influenced students’ satisfaction with blended learning. Perceived usefulness had a stronger direct influence on cognitive engagement in student blended learning than did perceived interaction, whereas neither perceived playfulness nor ease of use had a significant influence on cognitive engagement. Emotional engagement significantly affected course satisfaction but cognitive engagement had a nonsignificant influence on course satisfaction. Finally, perceived usefulness affected satisfaction indirectly through emotional engagement. The implications of the findings for teaching practice are discussed and limitations and future research directions are suggested.