Dynamic Evolution of Self-Regulated Learning Profiles in Blended Learning: A Longitudinal Study of Freshmen and Upper-Level Students

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-08 DOI:10.1111/jcal.70119

Shadi Esnaashari, Lesley Gardner, Michael Rehm, Tiru Arthanari, Olga Filippova

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Abstract

Background

Self-Regulated Learning (SRL) plays a crucial role in student success, particularly in blended learning (BL) environments where learners must take greater ownership of their educational journey. Whilst prior research has extensively examined SRL, there remains a gap in understanding how students' SRL profiles evolve over time and how motivation and learning strategies dynamically interact within these profiles.

Objectives

This study investigates the dynamic nature of SRL by identifying distinct learner profiles and tracking their evolution throughout a semester in a BL setting. By adopting a person-centred clustering approach, the research provides insights into how students' motivation and strategy use shift over time.

Methods

Data were collected from 314 tertiary-level students enrolled in two BL courses, with responses from the Motivated Strategies for Learning Questionnaire (MSLQ) captured at three time points. K-Means clustering was used to classify students into SRL profiles, and longitudinal analysis was conducted to track transitions between profiles over time.

Results

The findings revealed three distinct SRL profiles—highly self-regulated, moderately self-regulated, and minimally self-regulated learners—suggesting that students adapt their motivation and strategies in response to course feedback and assessments. The study highlights the fluid and iterative nature of SRL development.

Conclusions

This research enhances the theoretical understanding of SRL by empirically illustrating how students' motivation and learning strategies evolve within a semester. Additionally, it offers practical insights for designing interventions to support students with varying levels of SRL, ultimately contributing to more adaptive and effective BL environments.

What Are the 1 or 2 Major Takeaways From the Study?

This research significantly advances SRL theory by exploring how students' SRL profiles adapt and evolve over time, shedding light on the cyclical and dynamic nature of self-regulated learning. Additionally, it makes a critical contribution to the field of Learning Analytics (LA) by incorporating motivational constructs–an area often underexplored–offering empirical, theory-driven insights to bridge the gap between research and educational practise.

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混合学习中自我调节学习特征的动态演变：一项新生和高年级学生的纵向研究

自我调节学习（SRL）对学生的成功起着至关重要的作用，特别是在混合式学习（BL）环境中，学习者必须对自己的教育历程有更大的自主权。虽然先前的研究已经广泛地研究了SRL，但在理解学生的SRL特征如何随着时间的推移而演变以及动机和学习策略如何在这些特征中动态相互作用方面仍然存在差距。本研究通过识别不同的学习者特征，并跟踪他们在整个学期的学习过程，来研究自主学习的动态性质。通过采用以人为中心的聚类方法，该研究提供了学生的动机和策略使用如何随时间变化的见解。方法收集314名选修两门BL课程的大专学生的数据，并在三个时间点收集学习动机策略问卷（MSLQ）的回答。采用k -均值聚类方法将学生划分为不同的SRL类型，并进行纵向分析以跟踪不同类型之间随时间的变化。结果研究结果揭示了三种截然不同的自主学习模式——高度自我调节、适度自我调节和最低自我调节学习者——这表明学生根据课程反馈和评估调整他们的动机和策略。该研究强调了SRL开发的流动性和迭代性。结论本研究通过实证说明学生动机和学习策略在一个学期内的演变，增强了对自主学习的理论认识。此外，它为设计干预措施提供了实用的见解，以支持具有不同SRL水平的学生，最终有助于建立更具适应性和更有效的BL环境。从这项研究中得出的1或2个主要结论是什么？本研究通过探索学生的自主学习语言特征是如何随着时间的推移而适应和发展的，揭示了自我调节学习的周期性和动态性，从而显著地推进了自主学习语言理论。此外，它通过整合动机结构（一个经常未被充分探索的领域），为学习分析（LA）领域做出了重要贡献，提供了实证的、理论驱动的见解，弥合了研究与教育实践之间的差距。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope