Blended learning has become a dominant educational model in higher education in the UK and worldwide, particularly after the COVID-19 pandemic. This is further enriched with accompanying pedagogical changes, such as strengthened asynchronous learning, and the use of AI (from ChatGPT and all other similar tools that followed) and other technologies to aid learning. While these educational transformations have enabled flexibility in learning and resource access, they have also exposed new challenges on how students can construct successful learning in hybrid learning environments. In this paper, we investigate the interaction between different dimensions of student learning experiences (ranging from perceived acceptance of teaching methods and staff support/feedback to learning pressure and student motivation) and academic achievement within the context of postgraduate blended learning in UK universities. To achieve this, we employed a combination of several data analytics techniques including visualization, statistical tests, regression analysis, and latent profile analysis. Our empirical results (based on a survey of 255 postgraduate students and holistically interpreted via the Community of Inquiry (CoI) framework) demonstrated that learning activities combining teaching and social presences, and tailored academic support through effective feedback are critical elements for successful postgraduate experience in blended learning contexts. Regarding contributions, this research advances the understanding of student success by identifying the various ways demographic, experiential, and psychological factors impact academic outcomes. And in theoretical terms, it contributes to the extension of the CoI framework by integrating the concept of learner heterogeneity and identifying four distinct student profiles based on how they engage in the different CoI presences.

翻译：混合学习已成为英国及全球高等教育的主流教育模式，特别是在COVID-19疫情之后。伴随的教学变革进一步丰富了这一模式，例如强化的异步学习，以及使用人工智能（从ChatGPT及后续所有类似工具）和其他技术辅助学习。尽管这些教育转型为学习与资源获取提供了灵活性，但也暴露了学生在混合学习环境中如何构建成功学习的新挑战。本文研究了英国大学研究生混合学习背景下，学生学习体验的不同维度（从对教学方法的感知接受度、教职员工支持/反馈到学习压力和学生动机）与学业成就之间的相互作用。为实现这一目标，我们综合运用了多种数据分析技术，包括可视化、统计检验、回归分析和潜在剖面分析。我们的实证结果（基于对255名研究生的调查，并通过探究社区框架进行整体解读）表明，结合教学存在与社会存在的学习活动，以及通过有效反馈提供的定制化学术支持，是混合学习情境下研究生成功体验的关键要素。在贡献方面，本研究通过识别人口统计学、体验性和心理因素影响学业成果的各种方式，增进了对学生成功的理解。在理论层面，本研究通过整合学习者异质性概念，并根据学生在不同探究社区存在中的参与方式识别出四种不同的学生画像，为拓展探究社区框架做出了贡献。