Blended learning has been widely used and popularized in recent years. It was originally designed to create a highly engaging learning experience for students; however, in practice, it often falls short. In particular, online learning within blended learning environments suffers from a lack or inadequacy of online presence, which is likely to trigger students’ negative academic emotions during online learning, leading to poor learning outcomes. However, the impact of online academic emotions on learning performance in blended learning has received little attention in empirical studies. This study examines the relationships among online academic emotions, online presence, and learning performance in blended learning.
