Development and assessment of blended learning considering motivation and self-regulated learning strategies

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This research aimed at analyzing the students' learning effects of an e-learning system considering their motivation and self-regulated learning strategies in blended learning environments. From the results, the students whose class included the e-learning system with the feedback system accessed it more often than the students whose class did not have it. In addition, it was clear that their class performance was affected by the feedback system. The use of the e-learning system directly influenced the students' awareness to the task. Their consciousness directly influenced their self-regulated learning strategies, and their self-regulated learning strategies in turn directly influenced their self-efficacy. Furthermore, their self-efficacy had an indirect effect on their class performance.