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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Related Experiment Video

Updated: Aug 12, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Non-traditional students' preferences for learning technologies and impacts on academic self-efficacy.

Karen Sutherland1, Ginna Brock1, Margarietha J de Villiers Scheepers1

  • 1University of the Sunshine Coast, Sippy Downs, Queensland Australia.

Journal of Computing in Higher Education
|January 30, 2023
PubMed
Summary

Blended learning (BL) requires consistent, relevant tools for student success. Effective use of educational technology enhances academic self-efficacy in blended learning environments.

Keywords:
Academic achievementBlended learningNon-traditional studentsSelf-efficacySelf-regulation

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Student Self-Efficacy

Background:

  • Blended Learning (BL) has become a digital norm in higher education, accelerated by the COVID-19 pandemic.
  • Traditional methods of categorizing learners for BL lack empirical support and fail to address non-traditional students' needs.
  • Integrating learning technologies requires understanding student preferences and their impact on self-regulated learning and academic self-efficacy.

Purpose of the Study:

  • To investigate undergraduate student preferences for learning technologies in a Blended Learning (BL) context.
  • To explore the relationship between student preferences, self-regulated learning, and academic self-efficacy in BL.
  • To identify pedagogical implications for effective BL technology integration.

Main Methods:

  • A pre-COVID survey was administered to undergraduate students across four campuses of an Australian regional university.
  • The survey collected data on student learning technology preferences and self-regulated learning behaviors.
  • Analysis focused on how these factors influenced academic self-efficacy within a BL environment.

Main Results:

  • Students desire consistency, relevance, and effectiveness in BL tools.
  • Lecture recordings and video resources are preferred for learning; email and Facebook Messenger for communication.
  • Perceived sufficiency of institutional educational technologies positively correlates with academic self-efficacy in BL.

Conclusions:

  • A quality BL environment supports self-regulated learning through appropriate technological applications.
  • Aligning technology with student preferences and needs is crucial for enhancing academic self-efficacy.
  • Institutions should prioritize fit-for-purpose technologies to foster effective blended learning experiences.