Fitting in a Blended Learning Educational System

Catalina Rodriguez-Pichardo; Alfonso Avila-Ortega; Mario Gonzalez-Medina; Alina Avila-Rodriguez

Catalina Rodriguez-Pichardo Tecnologico de Monterrey, Eugenio Garza Sada 2501, Monterrey, N.L. Mexico
Alfonso Avila-Ortega Tecnologico de Monterrey, Eugenio Garza Sada 2501, Monterrey, N.L. Mexico
Mario Gonzalez-Medina 20 noviembre S/N, Monterrey, N.L., Mexico
Alina Avila-Rodriguez Tecnologico de Monterrey, Eugenio Garza Sada 2501, Monterrey, N.L. Mexico

Keywords: Self-Regulation, ICT, B-Learning, Scholarship-Holders, Learning Burnout.

Abstract

Scholarship-holders have more pressure than regular students (keeping a GPA ≥3.5/4, managing financial stress, and completing some scholarship’ duties). The research intends to determinate the significant self-regulatory and technological variables that help scholarship-holders (N=402) in a blended learning environment to reach a high GPA and avoid learning burnout. A validated online survey was employed to collect data that were analyzed using descriptive, inferential, and predictive statistical tests under a quantitative research method. It was found that discipline (p=0.000); self-efficacy (p=0.018); task management (p=0.043); goal setting (p=0.021), task persistence (p=0.004) and previous ICT experience (p=0.033) were statistically significant. Regardless limitations, some practical implications are discussed for the scholars.

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