The relationship of positive personal traits in blended learning: Meaning-making, self-regulation, and knowledge management

Abstract

This study aims to explore whether two positive personal traits, namely, sense-making and self-regulation, would affect knowledge management in blended learning. The participants included 33 university students. A web 2.0 website and an online knowledge management questionnaire system (KMQS) written by PHP and JavaScript were employed to collect data. The findings in this study suggest that meaning-making and self-regulation have significant effects on knowledge management in blended learning. The findings in this study not only provide an innovative approach in studies of blended learning, but also an insightful perspective for understanding the learning in technology-advanced learning environments. © 2012 Springer Science+Business Media Dordrecht.