Blended learning quality and employee performance: the mediating effects of employee engagement and the moderating role of knowledge acquisition

Purpose To identify the impact of the quality of blended learning on knowledge acquisition (KA), employee engagement (EE) and employee performance improvement (PI). This study aims to examine the mediating effect of EE and the moderating effect of KA. Design/methodology/approach A survey method was applied for data collection from 424 corporate employees who have undergone the blended learning training programs working in IT, electronics and manufacturing firms located in Bengaluru, India. A specially designed questionnaire was used, and it was validated. Data were analysed using exploratory factor analysis, confirmatory factor analysis, structural equation modelling and the PROCESS macro (Model 14); moderated mediation analysis was verified. Findings Blended learning quality (BLQ) enhances EE, KA and employee performance. KA moderated the association between EE and PI; however, EE mediated the connection between BLQ and employee performance. Practical implications The outcome of the research guides HR managers and training designers to invest in high-quality blended learning programs that promote EE and cognitive retention. Organisations can use these insights to design further effective learning ecosystems that enhance productivity, innovation and employee satisfaction. Originality/value This study uniquely integrates BLQ, EE and employee performance within a moderated mediation framework, proposing a comprehensive understanding of how learning environments contribute to organisational outcomes.