The Role of Motivation and Strategy Use in Predicting Students’ Performance in a Blended Learning Environment

Emerging educational technologies have changed the form of face to face classes and given greater flexibility to learning. Some university classes have adopted a fully virtual or blended format which has consequently changed students’ and lecturers’ responsibilities. The benefit of blended learning depends on how students adapt educational technologies in their learning. Previous studies show that adapting tools in blended learning environments depends on different factors including students’ motivation. This study examined how students’ motivation and strategy use changed as the course progressed and impacted course outcome. This paper reports on the findings of three iterations of a longitudinal survey administered in a degree program cohort. This study found that motivational and strategy use constructs varied significantly as the course progressed, increasing and decreasing at different sampling points, our analysis highlights evidence of predictors of final course performance. Full paper available at https://aisel.aisnet.org/icis2020/digital_learning_env/digital_learning_env/6