Exploring Relationship Among Self-Regulated Learning, Self-Efficacy and Engagement in Blended Collaborative Context

Abstract

Collaboration proves to be an effective way to facilitate students’ engagement and solve the mostly-mentioned problems of blended learning (BL). For collaborative BL, self-regulated learning (SRL), self-efficacy and engagement are frequently referred to in BL studies and represent key elements of effective BL. Furthermore, the interaction of these elements correlates closely with the performance of students. There have been few research attempts to draw synergies and explore the relationship among these key elements. To address this gap, data were collected through a questionnaire and records on LMS from 125 students in a Chinese university. Descriptive analytics show that students fully recognize the positive effects of collaborative BL. Correlation analysis and regression analysis find that self-regulated learning (SRL) is significantly correlated with all factors except workload. It is also a significant predictor of behavioral engagement. Therefore, SRL proves to be central among the essential BL elements. Emotional engagement is significantly correlated to and interact with multiple key BL factors. Specifically, emotional engagement is a significant predictor of behavioral engagement. The findings offer insight into the interactions of key elements of BL and provide practical implications for improving BL learning design.

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

“…Other obstacles were technological (limited technology infrastructure, technical problems) and individual (limited student skills to perform online/digital activities, student difficulties in adapting to blended learning) ones. No obstacle at all (5) Examples of excerpts on how blended learning enables/helps SRL were:…”

“…More active role for students (5) Teacher-student communication and feedback (6) Educators' professional development (4) Many participants pointed out the provision of alternative learning possibilities and the balance between face-to-face and digital/online learning activities; indicative excerpts were: "To offer alternative ways of learning and more options for understanding and consolidating the material." (S8, pg) "A hybrid course should feature a balance between traditional instruction and digital activities, in order to provide the students extra motivation to attend effectively.…”

“…Blended (or hybrid) education became an important mode of teaching and learning during and after the COVID-19 pandemic, and this mode/approach has rapidly spread in tertiary education [1][2][3]. Within the blended and online learning contexts, digital technology has a main role (e.g., online mode or use of digital tools in the classroom), while selfregulated learning [3][4][5] and mobile learning [6][7][8][9][10] are topics that have received increased attention post-pandemic.…”

“…The purpose of this pilot study is to identify tertiary education students' perceived enablers/facilitators and barriers of self-regulated and mobile-mediated learning in blended education environments. Such an investigation is significant because with the shift to blended education, SRL is important for effective learning in blended contexts [3,5], as mobile technology can support blended learning [7,9,10] and student-perceived performance is influenced by their blended education beliefs [17]. Although there was a rapid rise in the number of blended education studies in tertiary education after the pandemic, the topics of self-regulated and mobile-mediated learning in blended environments/context constitute an open research field (a field that can be enhanced with new evidence).…”

Mothers' parenting styles, academic self-efficacy and academic performance: Chinese-Spanish Cross-Cultural Study

“…In contrast, the incidence of academic failure among Columbia college students is about 53% (Sandoval-Palis et al, 2020). Among them, many factors affect academic performance, of which the most important ones are learning selfefficacy (Zhao & Cao, 2023) and family upbringing style (Yuan, 2022;Yuan et al, 2022).…”