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Elementary School Students’ Recognition in Blended Learning Environments: Focus on Motivational Beliefs and Self-Regulated Learning Strategies in the Study of Science
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, , Tokyo Metropolitan University, Japan ; , National Institute of Multimedia Education, Japan ; , Tokyo Institute of Technology, Japan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper describes the study of students in blended learning environments for science classes at the elementary school level, focusing on motivational beliefs and self-regulated learning strategies. The students used the e-learning system “Science Net.” The students were asked to fill out the Motivated Strategies for Learning Questionnaire in order to analyze their learning strategies. Based on the results of the questionnaire, the students who used Science Net for preparation or review had a cognitive strategy use that was higher than the students who didn’t use it for preparation or review. From the result of the factor analysis, we found that the students’ recognition was different from the previous research as follows; the self-efficacy was divided into two types “comparing myself to friends” and “intelligibility and efforts.” The students’ scientific performance was related to their self-efficacy. The self-efficacy was strongly related to the self-regulated learning strategies.

Citation

Kitazawa, T., Nagai, M., Kato, H. & Akahori, K. (2008). Elementary School Students’ Recognition in Blended Learning Environments: Focus on Motivational Beliefs and Self-Regulated Learning Strategies in the Study of Science. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2852-2857). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 22, 2019 from .

Keywords

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References

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