Abstract:

Empirical research into students’ self-regulation of learning when using computer-based learning environments (CBLEs) has made considerable progress. Where most progress is achieved studying learning in laboratory settings, limited research has been conducted in natural settings. Learning with a CBLE in a natural setting nearly always comes down to some form of blended learning: face-to-face learning combined with e-learning. In this empirical study, we investigate learning behaviours in learning mathematics and statistics using a blended learning environment, composed of both online and face-to-face learning components. The students (N=2461) were university freshmen with a strong diversity in prior schooling and a wide range of proficiency in quantitative subjects. In this context, we investigated the impact that individual difference constructs have on how students self-regulate their learning, in terms of the intensity of using the online learning mode versus the face-to-face mode, that is based on small group, problem-based learning. A social-cognitive framework of learning, incorporating implicit theories, effort beliefs, goal orientations, and motivation and engagement is applied to specify antecedents of learning regulation within the blended learning environment, and that serve the role of distinguishing different learner profiles. Using structural equation modelling of both self-report and system tracking data, we find that less adaptive students, in terms of students scoring high on impeding cognitions, turn out to be intensive e-learners. However, these less adaptive students do not profit to the full extent from their high learning efforts in the CBLE.

Keywords:

Blended learning, problem-based learning, adaptive e-tutorial, implicit theories, self-regulated learning, motivation & engagement.