Author:

Abstract:

Instruction via blended learning environments, and the large variety of online and face-to-face interventions that came with it, has become increasingly popular in the last few decades. However, the conditions under which such environments are successful remains unclear. Studies suggest that blended learning challenges learners’ self-regulation. Yet little is known about learners’ self-regulatory behaviour in these environments and how this relates to their design. This limited understanding is problematic since the effectiveness of a learning environment is determined by it. The aim of this study was therefore to identify learners’ self-regulatory behaviour profiles in blended learning environments and to relate them to the design of these environments. To do this, we first captured learners’ self-regulatory behaviour in six blended learning courses (n=137). Trace data was analysed for frequency, diversity and sequences. Three user profiles were identified (internal regulator, external regulator and mis-regulator), confronted with the literature and related to performance. Subsequently the design of each of the learning environments was described, using a framework based on seven blended learning environment attributes that support self-regulation. Although this study focuses mainly on the online component of the learning environment, the results indicate that fewer learners with an undesirable profile (mis-regulators) are identified in courses which have thoughtfully integrated self-regulatory design attributes. This finding highlights the need to integrate attributes that support self-regulation in the design of blended learning environments. This contribution will facilitate further elaboration on the user profiles identified and addresses implications for the design of blended learning environments.