About this paper

Appears in:
Pages: 1687-1697
Publication year: 2010
ISBN: 978-84-614-2439-9
ISSN: 2340-1095

Conference name: 3rd International Conference of Education, Research and Innovation
Dates: 15-17 November, 2010
Location: Madrid, Spain

EXPLORING RELATIONSHIPS BETWEEN BLENDED LEARNING AND SELF-REGULATED LEARNING. THE ROLE OF ACADEMIC MOTIVATION

E. González-Gascón, M. Aljaro Palacios

Universidad Miguel Hernández de Elche (SPAIN)
The emerging trend in higher education to blend text-based asynchronous Internet technology with face-to-face learning is often referred to as simply blended learning. The use of ICT allows the introduction of changes in teaching methodology. Blended learning is both simple and complex. Blended learning can be simply the integration of classroom face-to-face learning experiences with online learning experiences. Or by other hand, can be complex its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts.

Self-Regulated Learning (SRL) theories depicts a relevant framework to study factors that lead students to learn and perform better academically. SRL highlights the emerging autonomy and responsibility of students to take charge of their own learning and integrates research on cognitive strategies and motivation. SRL refers to a student’s active process of learning, and is defined as the deliberate planning and monitoring of cognitive and affective processes involved in the successful completion of academic tasks.

Students need to be motivated to implement and regulate appropriate learning strategies and behaviors and thus achieve learning strategies. We can understand the motivation as a driving force for students’ learning goals, the activities they choose to engage in to reach those goals, and the intensity with which they engage in the activities.

In this context we examine a model where the blended learning methodology and the academic motivation, are antecedent factors to students’ SRL strategies. In this study we use a sample of freshmen and sophomores students in Computer Engineering, University Miguel Hernández, Spain. Students answered self-administered questionnaire. Questionnaire includes scales previously developed by the literature which measure the variables of the SRL model and academic motivation.

Results show that academic motivation and the use of blended learning methodology are significantly related to the use of SRL strategies. Our study contributes to help teachers to understand what factors engage their students in SRL and blended learning can improve university education. We elaborate some teaching implications which can be useful for that purpose.
@InProceedings{GONZALEZGASCON2010EXP,
author = {Gonz{\'{a}}lez-Gasc{\'{o}}n, E. and Aljaro Palacios, M.},
title = {EXPLORING RELATIONSHIPS BETWEEN BLENDED LEARNING AND SELF-REGULATED LEARNING. THE ROLE OF ACADEMIC MOTIVATION},
series = {3rd International Conference of Education, Research and Innovation},
booktitle = {ICERI2010 Proceedings},
isbn = {978-84-614-2439-9},
issn = {2340-1095},
publisher = {IATED},
location = {Madrid, Spain},
month = {15-17 November, 2010},
year = {2010},
pages = {1687-1697}}
TY - CONF
AU - E. González-Gascón AU - M. Aljaro Palacios
TI - EXPLORING RELATIONSHIPS BETWEEN BLENDED LEARNING AND SELF-REGULATED LEARNING. THE ROLE OF ACADEMIC MOTIVATION
SN - 978-84-614-2439-9/2340-1095
PY - 2010
Y1 - 15-17 November, 2010
CI - Madrid, Spain
JO - 3rd International Conference of Education, Research and Innovation
JA - ICERI2010 Proceedings
SP - 1687
EP - 1697
ER -
E. González-Gascón, M. Aljaro Palacios (2010) EXPLORING RELATIONSHIPS BETWEEN BLENDED LEARNING AND SELF-REGULATED LEARNING. THE ROLE OF ACADEMIC MOTIVATION, ICERI2010 Proceedings, pp. 1687-1697.
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