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Appears in:
Pages: 3757-3766
Publication year: 2013
ISBN: 978-84-616-3822-2
ISSN: 2340-1117

Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain

TOOL USE IN A BLENDED LEARNING ENVIRONMENT: THE ROLE OF SOCIAL-COGNITIVE BASED INDIVIDUAL DIFFERENCES

D. Tempelaar1, B. Giesbers2, B. Rienties3

1MaastrichtUniversity (NETHERLANDS)
2Erasmus University (NETHERLANDS)
3University of Surrey (UNITED KINGDOM)
Empirical research into students’ self-regulation of learning when using computer-based learning environments (CBLEs) has made considerable progress. Where most progress is achieved studying learning in laboratory settings, limited research has been conducted in natural settings. Learning with a CBLE in a natural setting nearly always comes down to some form of blended learning: face-to-face learning combined with e-learning. In this empirical study, we investigate learning behaviours in learning mathematics and statistics using a blended learning environment, composed of both online and face-to-face learning components. The students (N=2461) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual difference constructs have on how students self-regulate their learning, in terms of the intensity of using the online learning mode versus the face-to-face mode, that is based on small group, problem-based learning. A social-cognitive framework of learning, incorporating implicit theories, effort beliefs, goal orientations, and motivation and engagement is applied to specify antecedents of learning regulation within the blended learning environment, and that serve the role of distinguishing different learner profiles. Using structural equation modelling of both self-report and system tracking data, we find that less adaptive students, in terms of students scoring high on impeding cognitions, turn out to be intensive e-learners. However, these less adaptive students do not profit to the full extent from their high learning efforts in the CBLE.
@InProceedings{TEMPELAAR2013TOO,
author = {Tempelaar, D. and Giesbers, B. and Rienties, B.},
title = {TOOL USE IN A BLENDED LEARNING ENVIRONMENT: THE ROLE OF SOCIAL-COGNITIVE BASED INDIVIDUAL DIFFERENCES},
series = {5th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN13 Proceedings},
isbn = {978-84-616-3822-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {1-3 July, 2013},
year = {2013},
pages = {3757-3766}}
TY - CONF
AU - D. Tempelaar AU - B. Giesbers AU - B. Rienties
TI - TOOL USE IN A BLENDED LEARNING ENVIRONMENT: THE ROLE OF SOCIAL-COGNITIVE BASED INDIVIDUAL DIFFERENCES
SN - 978-84-616-3822-2/2340-1117
PY - 2013
Y1 - 1-3 July, 2013
CI - Barcelona, Spain
JO - 5th International Conference on Education and New Learning Technologies
JA - EDULEARN13 Proceedings
SP - 3757
EP - 3766
ER -
D. Tempelaar, B. Giesbers, B. Rienties (2013) TOOL USE IN A BLENDED LEARNING ENVIRONMENT: THE ROLE OF SOCIAL-COGNITIVE BASED INDIVIDUAL DIFFERENCES, EDULEARN13 Proceedings, pp. 3757-3766.
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