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and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

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BLENDED LEARNING ENVIRONMENT:  PROMOTING 

LEARNERS' SELF-EFFICACY 

Desi Puspitasari 

Institut Agama Islam Negeri Ponorogo 
 

desipus@iainponorogo.ac.id  

ABSTRACT 

In recent years, blended learning has been utilizing in a variety of contexts. It 

emerges as one of the most popular pedagogical approaches which integrate face-

to-face classes with the virtual learning environment. It offers learners considerable 

resources and materials. Many researchers have reported on it since it thrived. It 

offers learners flexibility. It also gives the learners choices about when and where 

they learn and participate in online learning. Therefore, it is used for teaching and 

training worldwide since many researchers found it an effective way to be used in 

the teaching-learning process. It is believed to enhance learners' understanding of 

learning a foreign language. Some researchers also found that blended learning 

affects learners' self-efficacy stronger than the other instructional modes. This 

study employed qualitative research. It was used to determine how blended 

learning was applied in a class to boost learners' self-efficacy. In conclusion, the 

developments of technology recently encourage educators to apply a blended 

learning environment in the classroom. One of the important things is how it should 

be implemented to help the learners develop their self-efficacy and achieve their 

academic goals. 

 
Keywords: blended learning, learning environment, self-efficacy 

 
 
INTRODUCTION 

 Nowadays, the world has come to a disruptive era. It is also known as the 

intelligent industry. It is considered the fourth industrial revolution, coined by 

Professor Schwab (Effoduh, 2016). It requires digital transformation. The change is 

based on the adoption of technologies. It deals with the innovation which will be 

developed day by day. 

 Education does not merely remain to set up the same classrooms. It is time for 

the teachers and learners to access the technology to explore new and innovative 

teaching and learning things. Higher education is an obscure, rationalistic, and 

energizing open door that can change society to improve things (Shahroom & 

Hussin, 2018, p. 316). Thus, teachers and learners should equip themselves with 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

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technology to face the intelligent era. They have to be ready for that as it gives 

implications on the changes and shifts on both sources and methods in learning 

English.  

 Combining face-to-face and online learning is becoming a new method of 

teaching and learning. It is called blended learning. It is an educational program in 

which learners learn, in part, through online learning, with some control over time, 

place, path, and pace (Maxwell, 2016). Hence, learners can benefit from it that 

space and distance do not matter anymore.  

 The face-to-face classroom exists in the present. It gives an overview of where 

the class is and how the progressing is. Both teachers and learners interact in the 

real classes. The teachers can respond immediately to any misconceptions the 

learners have. They give correction of the students' understanding directly. It is 

also helpful to live up the curriculum and focus on the entire group's attention. It 

enables the teachers to observe the learners' works and collaborate and teach 

them in a collaborative manner that develops interpersonal skills (Fahlvik, 2014). 

 Interpersonal skills are closely linked to self-efficacy. Rubin, Martin, Bruning, & 

Powers (1993) found that self‐efficacy mediated the impact of experience and 

situational difficulties on interpersonal communication outcomes. Self-efficacy is a 

person's belief in their capability to perform a particular task successfully 

(Bandura, 1977). It is distinct from the concept of self-confidence. It is a general 

personality trait that relates to how people act in most situations. 

 Self-efficacy, on the other hand, concerns particular tasks. Thus, for specific 

duties, learners can have high self-efficacy for some tasks and low self-efficacy for 

others. Moreover, Bandura (1977) also claimed that self-efficacy is built more 

readily developed than self-confidence or self-esteem. It is a better indicator of 

how the individual can successfully perform the tasks effectively than their level of 

self-confidence or self-esteem.     

 By applying blended learning, the classroom activities might change to 

warrant a rethink of the type of room used as the example is the teaching-learning 

process that needs a big class to deliver for about two up to three hours. It might 

be exchanged for a flipped-classroom approach by engaging interactive materials 

to access it online. It can be followed by small group work, seminars, discussion, or 

working on real-life case studies. It is expected that the learners will have better 

performance on how to overcome the tasks. Therefore, this study needs to be 

conducted to determine how a blended learning environment empowers learners' 

self-efficacy.  



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

41 
 

 

 

METHOD 

This study employed a qualitative approach. It was defined as any research 

that produced findings utilizing statistical procedures or other means of 

quantification (Strauss & Corbin, 1990, p. 17). This approach required the 

researchers to seek instead of illumination, understanding, and extrapolation to 

similar situations.   

Qualitative research focuses on understanding the humanistic approach to a 

research query. It is used to understand people's beliefs, experiences, attitudes, 

behaviors, and interactions. It was recognized as an approach in psychological 

studies to evaluate human behavior. Since then, it is used in other research fields 

as well. One of the fields is education. Therefore, this study retains a qualitative 

research design since it is used to describe how a blended learning environment 

increases the learners' self-efficacy. 

This study was a theoretical research paper. It is carried out in the interpretive 

paradigm. It explored the beliefs related to blended learning and self-efficacy. It 

defined blended learning and then played out the implications of the phenomena.  

 

RESULTS AND DISCUSSION 

Blended Learning 

Blended learning provides educators and learners with more opportunities for 

the teachers and learners to improve their skills. It happens when the learners 

study in a supervised brick-and-mortar location away from home, at least partially 

(Maxwell, 2016). It implies that with teachers or guides, the learners attend a 

physical school. In other words, the online and face-to-face elements work together 

to provide an integrated course while learners are learning in a mixed-way. Olah 

(2019) also notes that a blended learning environment is a structured education 

program in which a student learns at least partly through online learning, with 

some aspects of student control over time, venue, direction, or speed, and at least 

partly in a brick-and-mortar supervised location away from home. 

 Blended learning has some benefits for both teachers and learners. Tomlinson 

& Whittaker (2013) states there are some crucial things why blended learning is 

needed. One of them is responding more appropriately to learning styles. Learners 

have the chance to work in a way that suits them without disrupting others by 

using blended learning. It provides a versatility that allows students to study 

whenever they want, anywhere, and at their own pace. It also makes teachers 

adapt more effectively to the various learning styles of learners. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

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 The next benefit is that it offers to learn a more in-depth approach. Without 

feeling insufficient, learners can watch any video or listen to the audio as many 

times as possible. It helps learners to choose their direction based on their needs 

and desires through the most suitable means. They can go back to refresh their 

knowledge or, according to their situation, move on. It thus enhances learners' 

enthusiasm by inspiring them through the help inherent in the blended learning 

process. 

 Blended learning gives the learners more individual focus as well. It enables 

educators to give the attention they deserve to all learners. It is accomplished by 

designing a course that will take the learners' needs more closely into account. 

Learners are encouraged to extend their understanding and go beyond what is 

needed in the course. According to their speed, they will review and consolidate 

anything online that has been presented in the classroom. 

 The blended learning methodology offers the teachers a visual description of 

the success of individual learners. It offers the opportunity for learners to provide 

feedback. It enhances their performance and the ability to update and change 

course content to respond to learners' needs whenever necessary (Cotfas, Cotfas, & 

Kaplanis, 2013). 

 It is said that blended learning maximizes classroom social interaction. The 

learning environment provides a shared space where it is possible to serve 

communication as a social activity. Thus, the instructor has more time for the 

learners to construct engaging learning experiences. Teachers can take a back seat 

and let them interact with their peers in real-time. The teachers also listen intently 

to the learners. It enables them to respond adequately at a particular moment in 

time to the needs of the learners. 

 In order to improve motivation and interpersonal capacity, blended learning is 

crucial. Technology provides real-time methods in a blended approach by instantly 

giving input. It also offers several learning resources, various types of activities, 

activities that can be accessed at any time, whenever appropriate. It needs the 

supervision of the learners in their learning processes. It pushes them, thus, to be 

independent learners. 

The Role of Blended Learning Environment 

 A mixed learning environment helps the learners to experience something on 

their own. It allows learners to learn about autonomy. It represents what they 

understand and what they have experienced. They expand on it, then. It allows 

them to improve their skills further. They will be more positive and independent 

learners as the students are getting proficient. Since both have fulfilled their duties, 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

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the relationship between teachers and learners tends to fade away. The trainer 

respects the interests of the learners and assumes responsibility for their learning. 

As a result, it allows both teachers and learners to perform their ultimate positions 

when their components are effectively integrated. 

 Some scientists believe that blended learning is fruitful. It makes the 

empowerment of learners simpler than face-to-face or entirely online courses 

(Owston, 2018). Moreover, empowerment is characterized by Thomas & Velthouse 

(1990) as increased intrinsic motivation. They propose four cognitions (task 

assessments). They are the cornerstone of empowerment, sense of effect, skill, 

significance, and choice.  

 Shea & Bidjerano (2010) argue that there is a positive relationship between 

the structure of the CoI (Community of Inquiry) and elements of a nascent 

theoretical construct called' presence of learning.' They said that learning 

represents some elements, such as self-efficacy and the other cognitive, behavioral, 

and motivational constructs of online learners' self-regulation.  

 Owston (2018) also said that blended learning offers preference and 

versatility in learning for learners. When and where they can participate in the 

online course, the learners can choose. It also shows that in blended learning, self-

efficacy is greater than the other modes of instruction. Also, learners tend to do 

higher in blended courses than in completely online or face-to-face courses. It has a 

strong sense of succeeding, thus. 

 Nguyen (2010) notes that both traditional face-to-face and online interaction 

are merged in a blended learning environment. It is an excellent option for higher 

education that many teachers follow in 100% of online teaching environments. It is 

said that blended courses, including comprehensive online courses, give learners 

the flexibility of online access to both lecture/course materials and discussions in 

the asynchronous classroom. However, the essential aspect of a blended learning 

environment is to use conventional face-to-face sessions to promote and stimulate 

an online social culture that promotes the acquisition of information through 

interpersonal and community discussion and disclosure. 

Self-efficacy 

 A study conducted by Lynch & Dembo (2004) found that in a blended 

educational setting, distance education and self-regulation literature identify 

learner self-regulation skills predictive of academic performance. Five self-

regulatory attributes were judged to be academic success predictive. They are 

intrinsic target focus, learning and success self-efficacy, control of time and 

research setting, help-seeking, and self-efficacy on the internet. They said that as a 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 
 

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controlling factor, verbal capacity was used. Besides, the performance was 

operationalized as grades of the final course. 

 Self-efficacy is one of the critical aspects of self-regulation. Self-efficacy beliefs 

are individuals' beliefs regarding their ability to achieve desirable results through 

their actions (Maddux, 2016). Thus, the self-efficacy assessment should be 

structured to achieve the various characteristics of the learners. The attitude of 

concern and the circumstances in which it arises should also be investigated. It is 

more likely that people who have a greater motivation to accomplish the tasks well 

would set more explicit and more challenging targets. It is correlated with the 

accomplishment of goals, which strengthens assumptions about self-efficacy. 

 The contribution of learners' ever-evolving views of their academic abilities 

has been discussed through self-efficacy theory research. Also, it affects their 

confidence that they can complete particular academic tasks, forecasts academic 

performance, and perceive experiences of success and failure. Maddux (2016) also 

said that students with higher academic self-efficacy levels show higher academic 

goal-setting, appreciate academic achievement more, spend twice as much time 

studying, receive higher grades, and record higher focus and control when doing 

homework, compared to students with lower academic self-efficacy. 

The Implementation of Blended Learning in Developing Learners' Self-

efficacy 

 Blended learning provides discretion and versatility for learners when and 

where they can engage in their course's online section. As satisfaction appears to 

be higher than in entirely online or face-to-face classes, this approach also gives 

them opportunities to select their preferred learning form. In blended classes, self-

efficacy is usually more significant than the other two instruction modes to explore 

their abilities based on their interests. Thus, in entirely online or face-to-face 

classes, they prefer to do better than their peers because they have a greater sense 

of achievement.  

 The cognitive model of empowerment is dealt with through blended learning. 
It is an intrinsic motivation based on a sense of effect, competence, importance, 
and preference. It empowers the self-efficacy of the learners by following the 
interpretive viewpoint. Since high self-efficacy leads individuals to work hard and 
endure in the face of setbacks, it plays a vital role. 

 Blended learning demands the learners to be independent learners. They 
should take responsibility for their learning. Frankly, the teachers need to revise 
their syllabus. It is revised based on the constructivist pedagogy, which encourages 
the learners' self-efficacy. Furthermore, implementing blended learning in the 
teaching process is not as easy as falling off a log. It needs supports from the other 
elements, such as policymakers. They need to collaborate in advancing the new 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 2 No. 1, 2021  
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paradigm on how the learners study. The improvement is also needed for the 
teachers' teaching strategies to heighten the learners' self-efficacy.  
 

CONCLUSION 

The disruptive era which compromises the development of technology 

suggests a new paradigm in the teaching-learning process. It is called blended 

learning. Thus, teachers apply it to their classrooms as the current trends in 

teaching. They implement it to encourage the learners to think about the materials 

in numerous ways. They do not only sit in the class, but they can also evolve their 

online learning capabilities.  

Self-efficacy is the confidence of learners in their ability to accomplish their 

objectives. Using the strengths of each medium correctly is the secret to effective 

blended learning. It integrates the two separate learning environments such that 

each medium complements the other in an integrated way. One of the main aspects 

is how it can be applied to help students improve their academic objectives and 

achieve them.  

Recommendations on blended course design are provided to increase the 

empowerment of learners. It may create a dilemma for any institution which has 

physical infrastructure. Changing it takes time. Consequently, it is necessary to 

think about what it means to strain the blended learning approach when the 

physical infrastructure is not ready yet. Moreover, more research has to be done to 

identify and deal with challenges faced in this intelligent era. 

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Effoduh, J. O. (2016). The Fourth Industrial Revolution by Klaus Schwab. 

Fahlvik, M. (2014). The Teacher's Role in the Blended Classroom. In Practical 
Applications and Experiences in K-20 Blended Learning Environments (pp. 
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Lynch, R., & Dembo, M. (2004). The Relationship between Self-regulation and 
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Research in Open and Distributed Learning, 5(2). 

Maddux, J. E. (2016). Self-efficacy. In Interpersonal and intrapersonal expectancies 
(pp. 41–46). Routledge. 



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