Structural Relationships between Self-Regulated Learning, Teachers' Credibility, Information and Communications Technology Literacy and Academic Performance in Blended Learning

Autor/inn/en	Yu, Liang; Chen, Shijian; Recker, Mimi
Titel	Structural Relationships between Self-Regulated Learning, Teachers' Credibility, Information and Communications Technology Literacy and Academic Performance in Blended Learning
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 4, S.33-50 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Recker, Mimi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Independent Study; Teacher Characteristics; Credibility; Information Technology; Technological Literacy; Academic Achievement; Blended Learning; Undergraduate Students; Predictor Variables; Caring; Trust (Psychology); College Faculty; College Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Selbststudium; Glaubwürdigkeit; Informationstechnologie; Technisches Wissen; Schulleistung; Prädiktor; Care; Pflege; Sorge; Betreuung; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study investigated the structural relationships between self-regulated learning, teachers' credibility, information and communications technology (ICT) literacy and academic performance in blended learning. The study sample comprised of 449 undergraduates who completed blended courses within the past 3 years and consisted of 53% males (N = 238) and 47% females (N = 211). Participants anonymously completed a 41-item questionnaire examining their self-regulated learning, perceptions of their teachers' credibility, ICT literacy, academic performance and demographic background. Path analyses indicated that the relationship between subscales of teacher credibility (caring and trustworthiness) significantly related to academic performance except for competence. In addition, caring positively predicted trustworthiness, and ICT literacy predicted self-regulated learning. Self-regulated learning positively related to caring, trustworthiness and academic performance. The findings also highlighted that both caring and trustworthiness mediated the impact of self-regulated learning on academic performance. Implications for practice or policy: (1) College teachers can improve students' academic performance by enhancing students' perception about their caring and trustworthiness; (2) College teachers may need to give more opportunity for students to self-regulate their learning; (3) College teachers can express care towards their students to improve individual relationships as well as affect the broader climate and then gain the students' trust; and (4) College governors may consider making policies to guide teachers to attach more importance to their teaching. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01