Retention effects of instruction in self-regulation strategies in blended learning environments
Bibliographic Data
| ID | 20349563 |
|---|---|
| Authors | Jan Hein Eggers (0009-0003-9532-4293, Amsterdam University of Applied Sciences, corresponding author), Ron Oostdam (0000-0003-4701-0153, GGD Amsterdam), Joke Voogt (0000-0001-5035-9263, University of Amsterdam), J H Zijlstra Bonne (University of Amsterdam) |
| Year | 2025 |
| Volume | 87 |
| Pages | 101527 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2025.101527 |
| OpenAlex | W4415935894 |
| Language | EN |
| References cited | 41 |
Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-term improvements in cognitive, metacognitive, motivational, and management strategies for students receiving explicit instruction, but no sustained gains after one year. Qualitative findings revealed that explicitly instructed students applied metacognitive strategies more proactively and showed greater intrinsic motivation, while the implicit group was more reactive with limited strategy use. The findings highlight the effectiveness of explicit instruction in fostering self-regulation, yet sustaining these effects remains difficult. Support is needed to preserve gains. This study offers insights for teachers and instructional designers aiming to enhance the long-term development of self-regulated learning in blended environments. • Explicit instruction improves self-regulated learning in students. • Without support, self-regulation strategies fade over time. • Explicit instruction fosters active and motivated student learning. • Implicit instruction leads to limited, reactive strategy use. • Blended learning requires ongoing support for self-regulation
Blended Learning · Focus group · Instructional design · Mastery Learning · Metacognition · Qualitative property · Teaching method · Educational Environments and Student Outcomes · Innovative Teaching and Learning Methods · Online and Blended Learning
How can primary school students learn self-regulated learning strategies most effectively?
A meta-analytic review of the Motivated Strategies for Learning Questionnaire
The use of focus group discussion methodology
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Measuring self-regulation in online and blended learning environments
A Learning Patterns Perspective on Student Learning in Higher Education
Comparing online and blended learner's self-regulated learning strategies and academic performance
Self-Regulated Learning and Academic Achievement
From Cognitive Modeling to Self-Regulation
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
Self-regulated learning strategies & academic achievement in online higher education learning environments
Classroom Applications of Research on Self-Regulated Learning
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation
Assessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
Self-regulated learning
A Review of Self-regulated Learning
The Measurement of Observer Agreement for Categorical Data
Medical students’ self-regulation of learning in a blended learning environment
Examining the use of prompts to facilitate self-regulated learning in Massive Open Online Courses
The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course
Challenges in the online component of blended learning
The effectiveness of self‐regulated learning strategies in higher education blended learning
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Self-regulation strategies in blended learning environments in higher education
Using thematic analysis in psychology
The Making of the Motivated Strategies for Learning Questionnaire
Blended learning
Becoming a Self-Regulated Learner
| Citation velocity | historical |
|---|---|
| Highly cited | No |