Blended learning is generally defined as the combination of traditional face-to-face learning and online learning. This learning mode has been widely used in advanced education across the globe due to the COVID-19 pandemic's social distance restriction as well as the development of technology. Online learning plays an important role in blended learning, and as it requires more student autonomy, the quality of blended learning in advanced education has been a persistent concern. Existing literature offers several elements and frameworks regarding evaluating the quality of blended learning. However, most of them either have different favours for evaluation perspectives or simply offer general guidance for evaluation, reducing the completeness, objectivity and practicalness of related works. In order to carry out a more intuitive and comprehensive evaluation framework, this paper proposes a hierarchy-based analysis approach. Applying gradient boosting model and feature importance evaluation method, this approach mainly analyses student engagement and its three identified dimensions (behavioral engagement, emotional engagement, cognitive engagement) to eliminate some existing stubborn problems when it comes to blended learning evaluation. The results show that cognitive engagement and emotional engagement play a more important role in blended learning evaluation, implying that these two should be considered to improve for better learning as well as teaching quality.

翻译：混合式学习通常被定义为传统面对面学习与在线学习的结合。受新冠疫情影响下的社交距离限制以及技术发展的推动，这种学习模式已在全球高等教育中得到广泛应用。在线学习作为混合式学习的重要组成部分，要求学生具备更强的自主性，因此高等教育中混合式学习的质量一直是持续关注的焦点。现有文献提出了若干评估混合式学习质量的要素与框架，然而，其中多数要么侧重于不同的评估视角，要么仅提供泛化指导，导致相关研究在完整性、客观性和实用性方面存在不足。为构建更直观、更全面的评估框架，本文提出了一种基于层次分析的方法。该方法运用梯度提升模型与特征重要性评估技术，主要分析学生参与度及其三个维度（行为参与、情感参与、认知参与），以解决混合式学习评估中存在的固有难题。研究结果表明，认知参与和情感参与在混合式学习评估中具有更重要的作用，这暗示应优先考虑提升这两个维度以优化教学与学习质量。