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The Influence of Motivation, Emotions, Cognition, and Metacognition on Students' Learning Performance: A Comparative Study in Higher Education in Blended and Traditional Contexts

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Acosta-Gonzaga, Elizabeth; Ramirez-Arellano, Aldo – SAGE Open, 2021

Previous research has proposed a conceptual model of the relationships between motivation, emotions, cognition, and metacognition related to students' learning performance and validated it in a blended learning context that combines traditional learning with the use of educational technology. This study examined these relationships to test the…

Descriptors: Student Motivation, Psychological Patterns, Positive Attitudes, Metacognition

Bricks or Clicks? Predicting Student Intentions in a Blended Learning Buffet

Peer reviewed

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Hood, Michelle – Australasian Journal of Educational Technology, 2013

This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course ("N" = 113; 84% female). Students were aged 18 to 51 years ("M" = 23.16; "SD"= 6.80). Practical and technological…

Descriptors: Blended Learning, Intention, Online Courses, Computer Software