Metacognitive awareness, reflective thinking, problem solving, and community of inquiry as predictors of academic self-efficacy in blended learning: a correlational study
TL;DR: In this paper , a correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments, showed that there was a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking, problem solving and community of inquiry.
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Abstract: Blended learning (BL) has been increasingly implemented in higher education, while more research is needed to investigate the role of metacognitive awareness, reflective thinking, problem solving and community of inquiry on academic self-efficacy in BL. This correlational study collected data from 217 undergraduate students in an introductory computer course, using five well-established instruments. The result showed that there was a strong and positive relationship between self-efficacy and metacognitive awareness, reflective thinking and problem solving skills, while there was also a positive moderate relationship between students’ academic self-efficacy and community of inquiry. In addition, the predictive models revealed that metacognitive awareness, reflective thinking, problem solving skills and community of inquiry were the predictors of academic self-efficacy as well as its subdimensions, such as learners’ engagement, social status and cognitive applications. According to the results, this article then discusses the practical and research implications of the study and suggests future research directions.
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Citations
Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation role of metacognitive self-regulation
TL;DR: This study examines the drivers of undergraduate students' learning perceptions in blended learning environments, finding that academic self-efficacy, student interactions, and metacognitive self-regulation significantly influence perceived learning, with metacognitive self-regulation mediating these relationships.
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Harnessing the Power of ChatGPT to Explore Student Metacognitive Skills in Learning Sociology Education
Ahmad M. Al Yakin,Ahmed J. Obaid,Latief Abdul,Idi Warsah,Muthmainnah Muthmainnah,Ahmed A. Elngar +5 more
TL;DR: ChatGPT and students explore the potential application of AI in metacognitive skills in learning sociology education.
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Din Kültürü ve Ahlak Bilgisi öğretmen adaylarının akademik öz yeterlik inançları ve üst bilişsel farkındalıklarının incelenmesi
Cemil Osmanoğlu,Mustafa Ulu +1 more
- 13 Feb 2024
TL;DR: Din Kültürü ve Ahlak Bilgisi öğretmen adaylarının akademik öz yeterlik inançları ve üst bilişsel farkındalıklarının incelenmesi, öğretmenlerin öz yeterlik ve üst düzey bilişsel farkındalıklarının gelişimi için hazırlanan özel alan yeterlikler üzerine bir çalışktır.
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Peningkatan Kemampuan Berpikir Spasial: Implementasi Model Problem Based Learning melalui Pendekatan Self Efficacy Berbantuan WebGIS Inarisk
Randy Tirto Buana,Alfyananda Kurnia Putra +1 more
TL;DR: Peningkatan kemampuan berpikir spasial mahasiswa dengan implementasi model PBL dan self efficacy berbantuan webGIS inarisk mampu meningkatkan kemampuan berpikir spasial mahasiswa pada setiap tahapan dan memberikan kolaborasi dan keyakinan mahasiswa untuk menemukan solusi dari permasalahan geosfer dalam aspek keruangan.
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