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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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 et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008 (pp. 2852-2857). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/30070.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2008
Las Vegas, Nevada, USA
November 17, 2008
ISBN 1-880094-66-5
  Curtis J. Bonk, Mimi Miyoung Lee & Tom Reynolds
AACE

More Information on ELEARN
Table of Contents

Authors

Takeshi Kitazawa, Masahiro Nagai, Tokyo Metropolitan University, Japan; Hiroshi Kato, National Institute of Multimedia Education, Japan; Kanji Akahori, Tokyo Institute of Technology, Japan

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.

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