Relationships among Self-efficacy, Metacognition, Cognitive presence, Flow, and Learning Outcomes in web-based PBL
Abstract: The purpose of the study is to identify the association among factors that have been investigated partially in the consecutive learning process; before, during, and after learning. This study was conducted with sixty students enrolled in web-based PBL class at a university in Korea. We empirically reviewed the relation between prior factors needed before learning (self-efficacy, metacognition), process-related factors (cognitive presence, flow) and the learning outcomes (achievement, problem-solving performance, and satisfaction). We also found the strongest predictors of achievement, problem-solving performance, and satisfaction, respectively
Presider: Joette Stefl-Mabry, University at Albany, State University of New York