Navigating New Normal: Evaluating the Effects of Blended Learning Models on College Student Outcomes in Southwest China Post-Epidemic

Abstract

This study investigates the impacts of blended learning models on college student outcomes in Southwest China post-COVID-19 epidemic, focusing on both academic performance and psychological well-being. Utilizing a quasi-experimental design, the research assesses differences in outcomes between students engaged in traditional learning methods and those participating in blended learning. Quantitative data collected through standardized tests and structured questionnaires highlight significant improvements in academic performance and increased student engagement in the blended learning group compared to the control group. Furthermore, psychological assessments indicate enhanced satisfaction and reduced stress levels among students exposed to blended learning, suggesting that these models can offer robust support in a post-pandemic educational landscape. However, the study also identifies several challenges, including the digital divide and infrastructural limitations, particularly affecting students in rural and less urbanized areas. The findings underscore the need for strategic enhancements in technological infrastructure and comprehensive faculty training to support the effective implementation of blended learning models. Recommendations include policy interventions to bridge access gaps and targeted professional development programs for educators. Future research directions proposed include longitudinal studies to examine the long-term effects of blended learning and comparative studies across different regions to tailor educational strategies to diverse student populations. These insights contribute to the broader discourse on optimizing blended learning in emerging educational paradigms post-epidemic, offering valuable guidelines for educators, administrators, and policymakers in regions similar to Southwest China.