Self-efficacy, performance and the role of blended learning

Abstract

PurposeThis paper aims to investigate the mathematics self-efficacy of students who are non-maths specialists. The project explores the student experience in the context of a maths module with a blended design, comprising both online content and face-to-face teaching. The aim was to reflect on the role of blended learning in this context.Design/methodology/approachUsing a mixed-method analysis, the study uses data gathered via student surveys and discussion forums, as well as module grades, to provide evidence regarding whether the online component of the module enables students to master the required maths skills. The data are examined under four themes that emerged as critical to improving the self-efficacy of students: flexibility, the interactivity of the online platform, the module's blended design and the functionality of the platform.FindingsThe findings are that the blended approach increases academic self-efficacy in the area of mathematics, also enhancing the student experience. These benefits arise from the combination of allowing the individual mastery of technical skills in the private and stress-free environment provided by the online platform and access to social resources in the classroom setting.Originality/valueThe paper details the influence of self-efficacy on academic performance and the effectiveness of a blended learning approach, in the area of mathematics. It provides insight into the importance of providing multiple opportunities for students to become autonomous as they develop academic self-confidence through the mastery of maths skills.

A blended learning approach towards reducing the written communication gap: the role of Self-Regulated Learning dimensions

“…Almost all the students agreed or strongly agreed that the flexibility of the blended-learning method enhanced their learning experience. This is in line with the findings of Warren et al (2020) on the students' appreciation of the flexibility of the learning and teaching activities. The SRL dimensions most relevant for the students are shown in tables 2 and 3.…”

“…The features of the blended-learning method can then expose the full impact of what SRL aims to achieve. In fact, as found by Warren et al (2020), the blended-learning approach creates an environment in which students feel responsible for their learning, as autonomy and flexibility of method give them the opportunity to select their preferred study pace, as well as a place and time for learning that is suitable for them (Chen et al, 2014;Potter, 2015). Moreover, when blended learning allows students to set their own pace, this can increase satisfaction and reduce stress (Klein and Ware, 2003).…”

“…This study also addresses this aspect. Despite growing interest concerning the use and effect of blended learning, most of the literature investigates the effects of this strategy and students' perception of it in technical modules (Warren et al, 2020). There is a gap in the literature in relation to examining the use of blended learning for different learning objectives, such as written communication skills.…”

Commemorating One-Year of the COVID-19 Pandemic: Indonesian and International Issues of Secondary and Tertiary Mathematics Learning

“…Rigorous health protocols pragmatically applied to all segments of society required learning processes and activities to shift online. This required advancements in learning technologies to provide environments in which students felt comfortable with the idea of technology-based learning (Warren et al, 2020). It certainly presented challenges for educators, both teachers in the context of the school (Grypp & Luebeck, 2015;Sun & Xie, 2020) and also lecturers in the context of tertiary education (Quinn & Aarão, 2020;Wahyudi et al, 2020).…”

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

“…When defining it, the authors agree in not considering this teaching method only as a mixture of classroom learning and online learning [16], but rather as a methodological basis that uses the best of the classroom learning teaching process, and the best of e-learning [17]. In order for the b-learning teaching process to be developed with a minimum of guarantees, the characteristics of those involved in the pedagogical act must be analysed [18], identifying the students' learning styles [19], and the changing the role of the teachers and instructors [20], with the student being the organiser of his or her own learning [21], while the teacher must become a guide [22], developing an open Mathematics 2020, 8, 1102 2 of 13 methodology [23], attending to the students individually [24], and promoting a more autonomous educational act in the student himself [25], with the intention of facilitating the expansion of the students' knowledge [26]. The manner and proportion of combining classroom and virtual teaching will depend on the needs and characteristics of the environment where the teaching and learning process takes place [27].…”