ABSTRACT Feelings of threat, challenge, motivation, self-efficacy, and transactional distance reflect students’ struggles with the learning process. This study examined the relationship between students’ subjective feelings about the learning process in virtual and blended courses (VC and BC). This is a mixed-method study. The sample included 484 students from two academic institutions in Israel. The study found a connection between students’ subjective feelings about the learning process in VC and BC and feelings of threat/challenge, motivation, and self-efficacy. We found differences between students in different years of study and between those studying in various fields of study.

中文翻译：

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学生在虚拟和混合课程中学习的挑战感、威胁感、自我效能感和动机

摘要 威胁、挑战、动机、自我效能感和交易距离的感觉反映了学生在学习过程中的挣扎。本研究考察了学生对虚拟课程和混合课程（VC 和 BC）学习过程的主观感受之间的关系。这是一项混合方法研究。样本包括来自以色列两个学术机构的 484 名学生。该研究发现学生对 VC 和 BC 学习过程的主观感受与威胁/挑战、动机和自我效能感之间存在联系。我们发现不同学习年份的学生之间以及在不同研究领域学习的学生之间存在差异。