Abstract

In the post-pandemic era, the success of blended teaching relies heavily on students’ engagement with online active learning. This study, grounded in blended learning theory and the technology acceptance model, investigates the factors shaping students’ inclination toward online active learning. It argues for the cultivation of a “student-oriented” teaching philosophy, emphasizing the refinement of course content, pedagogical design, and optimization of platform usability. Analysis of 334 valid questionnaires reveals two key findings: first, students’ online active learning intention is wholly mediated by their learning attitudes, underlining the significance of attitude formation. Second, individual student traits moderate the relationship between learning attitude and online active learning intention. Consequently, a nuanced understanding of students’ attributes and tailored instructional approaches are essential for fostering students’ readiness for online active learning. This research underscores the importance of personalized education strategies in improving the effectiveness of blended teaching modalities in the post-pandemic era.