Abstract: Objective　To analyzes the participation of undergraduate students in blended teaching under the concept of outcome-based education (OBE), proposes solutions to enhance their enthusiasm for online and offline learning and enhance their learning effects, and provides relevant references for the development of blended teaching.Methods　An electronic questionnaire survey was conducted on undergraduates of a medical college by convenience sampling method, and the current situation and influencing factors of college students' participation in blended learning were statistically analyzed.Results　A total of 343 (95.0%) undergraduates have participated in three or more online courses, more than half of them will participate in interaction and collaboration, 258 (71.5%) undergraduates prefer the blended teaching combining online courses and offline traditional classes, and 282 (78.1%) undergraduates are extremely concerned about classroom participation. The influencing factors of participation were analyzed, and three factors with eigenvalues ＞1 were extracted, and the cumulative contribution rate of variance of the three factors was 70.96%, and the rotating component matrix analysis showed that peer teaching, learning resource platform, and teachers and students were the influencing factors.Conclusion　The overall learning participation of undergraduates is reflected in behavioral, emotional and cognitive participation, and the factors affecting the participation of blended teaching are peer teaching factors, learning resource platform factors, and teacher-student factors.

Key words: concept of outcome-based education, undergraduates, blended learning, learning participation