Learning Profiles in Hybrid Learning Environments: Metacognitive Awareness, Approaches to Learning, and Study-Related Burnout

• In Event: Supporting Student Learning in Online Settings

Abstract

This study investigates how university students’ metacognitive awareness and approaches to learning are associated with study-related burnout in hybrid learning environments. Drawing on data from 165 students, latent profile analysis identified four learning profiles combining deep, organized, and unreflective approaches with dimensions of metacognitive awareness. The profiles varied significantly in relation to burnout symptoms—exhaustion, cynicism, and inadequacy—while mode of course participation (online, hybrid, onsite) showed no significant effect. Students with deep and selective learning strategies reported the lowest burnout levels. These findings highlight the importance of individualized pedagogical interventions that enhance students’ metacognitive regulation and strategic focus, rather than solely modifying learning formats. This work contributes to understanding how to support well-being and effective learning in evolving hybrid contexts.

Authors

• Katri Johanna Koivuneva, University of Lapland

• Anna Parpala, University of Helsinki

• Telle Hailikari, University of Helsinki

• Heli Ruokamo, University of Lapland