Abstract
This paper describes the effects of an e-learning system with a feedback system in blended learning environments of information and communication technology education at a Japanese university. The purpose of this research was to analyze the relationship among the factors. (1) The degree to which students could access the e-learning system and their responses to the system, (2) their self-regulated learning strategies and their self-efficacy, (3) their performance in class, (4) their recognition of tasks and performances in the class, and (5) their satisfaction with regard to the class. The structural equation model indicated that the students whose class included the e-learning system with the feedback system accessed it more often than the students whose class did not have it. In addition, it was clear that their class performance was affected by the feedback system. The use of the e-learning system directly influenced the students' responses to the task. Their responses directly influenced their self-regulated learning strategies, and their self-regulated learning strategies in turn directly influenced their self-efficacy. Additionally, their self-efficacy had an indirect effect on their class performance.
