Blended learning, which combines the benefits of both online learning and face-to-face instruction, is becoming popular in higher education. Despite its increase in application, there is limited research on the mechanisms to improve student performance in blended learning courses. This article aims to identify and empirically test individual factors influencing student performance in an introductory marketing course offered in a blended learning format. Through two surveys conducted during the semester at two large, public business schools, we find that metacognitive regulation, metacognitive knowledge, and student effort enhance student performance in blended learning courses. We also find that self-efficacy and course-specific attitudes affect metacognition and student effort. Based on the results, we provide practical strategies to design blended learning courses that improve student performance.

混合式学习结合了在线学习和面对面教学的优点，在高等教育中越来越受欢迎。尽管它的应用有所增加，但对提高学生在混合学习课程中表现的机制的研究有限。本文旨在识别和实证测试影响学生在混合学习形式的介绍性营销课程中表现的个人因素。通过本学期在两所大型公立商学院进行的两项调查，我们发现元认知调节、元认知知识和学生努力提高了学生在混合学习课程中的表现。我们还发现自我效能感和特定课程的态度会影响元认知和学生的努力。根据结果​​，