METACOGNITIVE AWARENESS, REFLECTIVE THINKING, PROBLEM SOLVING, AND COMMUNITY OF INQUIRY AS PREDICTORS OF ACADEMIC SELF-EFFICACY IN BLENDED LEARNING: A CORRELATIONAL STUDY

Blended learning (BL) has been increasingly implemented in higher education, while more research is needed to investigate the role of metacognitive awareness, reflective thinking, problem solving and community inquiry on academic self-efficacy BL. This correlational study collected data from 217 undergraduate students an introductory computer course, using five well-established instruments. The result showed that there was a strong positive relationship between thinking skills, also moderate students’ inquiry. In addition, predictive models revealed skills were predictors as well its subdimensions, such learners’ engagement, social status cognitive applications. According results, this article then discusses practical implications suggests future directions.