Factors Affecting Student Learning Performance: A Causal Model in Higher Blended Education

Autor/inn/en	Ramirez-Arellano, Aldo; Acosta-Gonzaga, Elizabeth; Bory-Reyes, Juan; Hernández-Simón, Luis Manuel
Titel	Factors Affecting Student Learning Performance: A Causal Model in Higher Blended Education
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 6, S.807-815 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez-Arellano, Aldo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12289
Schlagwörter	Causal Models; Blended Learning; Outcomes of Education; Learning Strategies; Learning Motivation; Metacognition; Foreign Countries; Distance Education; Correlation; Academic Achievement; Student Attitudes; Negative Attitudes; Schemata (Cognition); College Students; Higher Education; Teaching Methods; Mexico + Suchen Sie Ihr Suchwort? Kausalanalyse; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Distance study; Distance learning; Fernunterricht; Korrelation; Schulleistung; Schülerverhalten; Negative Fixierung; Cognition; Schema; Kognition; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Mexiko
Abstract	In Mexico, approximately 504,000 students pursue a bachelor's degree by means of distance or blended programmes. However, only 42% of these students conclude their degree on time. In the context of blended learning, the focus of this research is to present a causal model, based on a theoretical framework, which describes the relationships concerning motivations, emotions, cognitive strategies, metacognitive strategies, and learning strategies, and their impact on learning performance. The results suggest that negative emotions play a meaningful role between expectancy (a component of motivation) and learning strategies. Also, the expectancy component of motivation positively influences metacognitive strategies. Concerning the relationship between cognition and metacognition, metacognitive strategies take preference concerning the relationship between metacognitive and learning strategies, supporting the theoretical hypothesis that metacognitive processes are on a higher plane than cognition, and affect cognitive process directly. Moreover, the learning outcomes are directly influenced by cognitive and learning strategies, but not by metacognitive ones. Similarly, motivation has direct effects on metacognitive and learning strategies but not on cognitive ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01