2008 Volume 32 Issue 3 Pages 305-314
This paper describes the exploring of the relationship between the effects of the e-learning system, students' motivation and their self-regulated learning strategies in blended learning environments. 125 university students participated in the information technology education course in blended learning environments. First, we investigated how they used the e-learning system outside of school hours, and what the students recognized from it. The finding was 55.2% of students used the e-leaning system for preparation or review. Their impression was that they were able to acquire knowledge and skills with the e-learning system more than the students who didn't use it outside of school hours. Secondly, we analyzed students' motivational beliefs and self-regulated learning strategies with the Motivated Strategies for Learning Questionnaire (PINTRICH and DE GROOT 1990). The findings showed that intrinsic value of motivation beliefs of the students who used the e-learning system for preparation or review were significantly higher than the students who didn't use it. Thirdly, we analyzed causal relationship models between the effects of the e-learning system, motivational beliefs and self-regulated learning strategies by covariance structure analysis. It was clear that the causal relationship model which targeted all students indicated not only the relationship between the effects of the e-learning system and intrinsic value but also the relationship between intrinsic value and attitude towards learning.
