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Blended learning is generally defined as the combination of traditionalface-to-face learning and online learning. This learning mode has been widelyused in advanced education across the globe due to the COVID-19 pandemic'ssocial distance restriction as well as the development of technology. Onlinelearning plays an important role in blended learning, and as it requires morestudent autonomy, the quality of blended learning in advanced education hasbeen a persistent concern. Existing literature offers several elements andframeworks regarding evaluating the quality of blended learning. However, mostof them either have different favours for evaluation perspectives or simplyoffer general guidance for evaluation, reducing the completeness, objectivityand practicalness of related works. In order to carry out a more intuitive andcomprehensive evaluation framework, this paper proposes a hierarchy-basedanalysis approach. Applying gradient boosting model and feature importanceevaluation method, this approach mainly analyses student engagement and itsthree identified dimensions (behavioral engagement, emotional engagement,cognitive engagement) to eliminate some existing stubborn problems when itcomes to blended learning evaluation. The results show that cognitiveengagement and emotional engagement play a more important role in blendedlearning evaluation, implying that these two should be considered to improvefor better learning as well as teaching quality.

A Hierarchy-based Analysis Approach for Blended Learning: A Case Study with Chinese Students