Reflection cues to support learners’ self-regulatory behaviour in blended learning environments

Blended forms of learning have become increasingly popular. However, it remains unclear under what conditions such environments are successful. Studies suggest that blended learning challenges learners’ self-regulation. Yet little is known about how such environments should be designed to support learners’ self-regulatory behaviour in them. The aim of this study is to investigate this limited understanding by focussing on cues for reflection in blended learning environments. Three research questions were addressed: (1) will learners’ performance increase more in environments with extra reflection cues, (2) do extra reflection cues change the self-regulatory behaviour of different types of learners, and (3) is the change in self-regulatory behaviour is either a simple ad hoc change, or rather an indication of a change in the learner’s cognitive, metacognitive and motivational characteristics? In a two groups, random selection, pre-test, post-test quasi- experimental approach was adopted. The environments were described using a dedicated framework to analyse blended learning environments that support learners’ self- regulation. Both a prior domain knowledge test and a survey containing goal orientation and academic self-concepts was administered, and finally log files were analysed for frequency, diversity, and sequence of events. Learners in the experimental condition received reflection cues that dealt with self-regulatory processes, whereas the others didn’t receive any. We hypothesize that (1) all the learners benefit from reflection cues, (2) learners will exhibit more self-regulatory behaviour focussing on reflection, and (3) performance will increase and by exposure over time learners characteristics will change. As both learner characteristics and the design of blended learning environments might influence learners’ self-regulatory behaviour, such findings would highlight the importance of tailoring attributes (reflection cues) that support learners’ self-regulation in blended learning environments to learners’ characteristics. During the presentation there will be elaborated on the methodology and hypotheses proposed.status: publishe