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An Instrumentalized Framework for Supporting Learners’ Self-regulation in Blended Learning Environments

  • Stijn Van Laer
  • Jan Elen
Living reference work entry

Abstract

The premise in instructional design theory is that, in order to identify and target instructional shortcomings, designers should conduct a thorough analysis of the various elements involved in the instructional process. This is also the case for technology-rich means of instruction such as online and blended learning. Nevertheless it often seems that insufficient attention is directed to the description of learning environments when redesigning them. In the case of blended learning, studies suggest, for example, that this type of learning often challenges learners’ self-regulation. Existing research provides little insight into how blended environments can support learners’ self-regulation. These observations are problematic since such insights are needed for effective (re)designs. Therefore, the aim of this chapter is to present an instrumentalized framework which can be used to describe and thus characterize support for learners’ self-regulation in blended learning environments as a basis for investigations and empirical trials to uncover effective redesigns and guidelines. The instrumentalized framework elaborates on seven attributes of learning environments that may be expected to support self-regulation according to the current literature on self-regulation. The framework is operationalized in an instrument that facilitates the description of any blended learning environment from the perspective of learners’ self-regulation support. We demonstrate the validity and reliability of the instrument in two empirical research cycles which included six blended learning environments. The instrument can be used to describe and characterize environments as a starting point for their redesign and, consequently, improve support for self-regulation.

Keywords

Self-regulation Instructional design Blended learning Descriptive instrument Design guidelines 

Notes

Acknowledgments

We would like to acknowledge the support of Bicol University and the project “Adult Learners Online,” financed by the Agency for Science and Technology (Project Number: SBO 140029), which made this research possible.

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Authors and Affiliations

  1. 1.Centre for Instructional Psychology and TechnologyKU LeuvenLeuvenBelgium

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