Learners’ Self-regulatory Behavior in Blended Learning Environments: Towards Design Guidelines for Supporting Self-Regulation.

• In Event: DDL - Learner Behavior

Short Description

In response to the need for design guidelines to support learners’ self-regulation in blended learning environments, six blended learning environments were compared and linked to learners’ self-regulatory behavior (n=137). A dedicated framework was developed to describe these environments and trace data was used to identify learner self-regulatory behavior profiles. We found that when more self-regulation supporting attributes were integrated, fewer poor self-regulating learners were observed. Finally, gaps were identified and design guidelines proposed.

Authors

• Stijn Van Laer, CIP&T, KU Leuven

• Jan Elen, CIP&T, KULeuven