Changes in Student’s Reflection Activity During a Fully Online Course in Comparison with a Blended Learning Course

Abstract

Participant's emotional factors for a fully online course were measured twice during course using some metrics which were used for a blended learning course. Self efficacy and reflection during learning courses with instruction of note-taking skills were analysed. The contribution of courses and survey points were not significant for gathered responses from participants except "learning hours". These responses of participant's reflection were affected by their characteristics and self efficacy. The relationships across survey metrics were compared across two courses using a causal analysis technique. Also, changes of metrics during the course positively affected to participant's reflections.