Divina G. Paragas Dr.

Dulnuan

BSN – III Instructor

THEORETICAL FRAMEWORK
Theory 1:
Social Learning Theory (Albert Bandura) The social learning theory of Bandura emphasizes the
importance of observing and modeling the behaviors, attitudes, and emotional reactions of
others. Bandura (1977) states: “Learning would be exceedingly laborious, not to mention
hazardous, if people had to rely solely on the effects of their own actions to inform them what to
do.” This theory is applicable on our proposed study because it encompasses attention, memory
and motivation; social learning theory spans both cognitive and behavioral frameworks. The
highest level of observational learning is achieved by first organizing and rehearsing the modeled
behavior symbolically and then enacting it overtly. Encoding modeled behavior into words,
labels or images results in better retention than simply observing. Like for instance in online
distance learning, depending upon the strategies in teaching (such as attention or motivation),
students are more likely to adopt a modeled behavior such as attending online classes through
video conferences for the discussion of modules which is a positive result that helps them in
memory retention rather than just sending modules online.

Theory 2:
According to Jack Mezirow’s transformative learning theory, learning begins with an experience
that leads to what is called a disorienting dilemma (aka, cognitive dissonance, or the discomfort
that comes from realizing your current understanding of the world does not fit with current
evidence). The unexpected, unplanned, and sudden shift to online learning caused by COVID-19
has certainly been an experience that has led to cognitive dissonance as our assumptions about
education have been challenged and stark inequities in our system have been exacerbated.

RELATED LITERATURE
 This paper is a report of a study to examine the influence of demographic, learning
involvement and learning performance variables on metacognition of undergraduate
nursing students in a blended learning environment. A cross‐sectional, correlational
survey design was adopted. Ninety‐nine students invited to participate in the study were
enrolled in a professional nursing ethics course at a public nursing college. The blended
learning intervention is basically an assimilation of classroom learning and online
learning. Simple linear regression showed significant associations between frequency of
 online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self
Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and
Metacognition Scale scores. Multiple linear regression indicated that frequency of online
dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction
Scale were significant independent predictors of metacognition. Overall, the model
accounted for almost half of the variance in metacognition. The blended learning module
developed in this study proved successful in the end as a catalyst for the exercising of
metacognitive abilities by the sample of nursing students. Learners are able to develop
metacognitive ability in comprehension, argumentation, reasoning and various forms of
higher order thinking through the blended learning process.
(https://onlinelibrary.wiley.com/doi/abs/10.1111/ijn.12131)

 Significant enhancement in students’ learning performance has been noticed in blended

learning courses. Yet, the differential effect of blended learning as a function of
disciplinary difference has not widely been explored. Moreover, studies on the critical
factors related to students’ performance measured by objective course grades are
recognized to a lesser extent compared with those using self-reported or perceived
learning achievement. In the present study, the effect of blended learning in hard and soft
courses is discerned. Factors related to students’ performance measured by final course
grades are unraveled, controlling for the effects of gender and prior learning achievement.
The participants (N = 571) are students following blended learning courses at a public
university in Vietnam. A questionnaire is employed to collect data, which is subject to
confirmatory factor analysis and hierarchical regression analyses. The results show that
students in soft disciplines obtain higher grades than peers in hard disciplines. Clear goals
and expectations, material quality, and collaborative learning are significant predictors of
students’ performance. (https://link.springer.com/article/10.1007/s40692-020-00164-7)