Dynamic Evolution of Self-Regulated Learning Profiles in Blended Learning: A Longitudinal Study of Freshmen and Upper-Level Students
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| Title: | Dynamic Evolution of Self-Regulated Learning Profiles in Blended Learning: A Longitudinal Study of Freshmen and Upper-Level Students |
|---|---|
| Language: | English |
| Authors: | Shadi Esnaashari (ORCID |
| Source: | Journal of Computer Assisted Learning. 2025 41(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Blended Learning, Learning Strategies, College Freshmen, Undergraduate Students, Profiles, Student Motivation |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1111/jcal.70119 |
| ISSN: | 0266-4909 1365-2729 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484335 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1111/jcal.70119 |
