Learners’ self-regulatory behavior in blended learning environments: Towards design guidelines for supporting self-regulation

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.status: publishe