TY - JOUR
T1 - Factors affecting student learning performance
T2 - A causal model in higher blended education
AU - Ramirez-Arellano, Aldo
AU - Acosta-Gonzaga, Elizabeth
AU - Bory-Reyes, Juan
AU - Hernández-Simón, Luis Manuel
N1 - Publisher Copyright:
© 2018 John Wiley & Sons Ltd
PY - 2018/12
Y1 - 2018/12
N2 - 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.
AB - 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.
KW - blended learning
KW - higher education
KW - learning performance
KW - motivation
KW - negative emotions
UR - http://www.scopus.com/inward/record.url?scp=85051109737&partnerID=8YFLogxK
U2 - 10.1111/jcal.12289
DO - 10.1111/jcal.12289
M3 - Artículo
SN - 0266-4909
VL - 34
SP - 807
EP - 815
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
IS - 6
ER -