Learners' Self-Regulatory Behavior in Blended Learning Environments and Implications for Design

• In Event: Learner Behaviors and Attitudes in Online Learning Environments

Abstract

Studies suggest that blended learning environments (BLEs) challenge learners’ self-regulation. Yet little is known about the self-regulatory behaviour learners exhibit in such environments, limiting our ability to design BLEs and support learners effectively. In this study we analysed trace files extracted from the online components of six BLEs for frequency, timing, patterns, and sequence of events, which allowed us to identify and describe three learner self-regulatory behaviour profiles: internal regulators, external regulators and mis-regulators. We then linked these profiles to attributes of the BLEs’ design using a descriptive framework, and found that fewer mis-regulators occur in BLEs which have thoughtfully integrated self-regulatory design features. These findings demonstrate the benefits to learners of integrating attributes that support self-regulation in BLE design.

Authors

• Stijn Van laer, KU Leuven

• Jan M. Elen, KU Leuven