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