Tracking Self-Regulated Learning Strategies in Blended Learning: A Digital Trace Approach
Saved in:
| Title: | Tracking Self-Regulated Learning Strategies in Blended Learning: A Digital Trace Approach |
|---|---|
| Language: | English |
| Authors: | Maxim Boitcov, Anna Gorbunova, Anastasiia Kapuza, Regina Sutarmina |
| Source: | Online Learning. 2026 30(1):265-293. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Independent Study, Learning Strategies, Blended Learning, Audience Response Systems, Learning Management Systems, Learning Analytics, Instructional Design |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | This study examined digital traces in the form of clicks on Learning Management System (LMS) modules to infer and monitor students' Self-Regulated Learning (SRL) strategies in a blended learning environment. Digital traces were aligned with students' responses on the A-SRL questionnaire (Magno, 2010), and these findings were further triangulated through student interviews. The results suggest that clicks on LMS modules containing theoretical material and gradebook indicate students' use of a single corresponding SRL strategy and may serve as a good indicator of SRL behavior, while other digital traces relate to multiple strategies at once and lack a singular interpretation. Additionally, it was found that students in blended courses may use SRL strategies outside of the LMS. The study offers practical implications for instructional designers and practitioners seeking to support SRL in blended learning environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508016 |
| Database: | ERIC |
| Abstract: | This study examined digital traces in the form of clicks on Learning Management System (LMS) modules to infer and monitor students' Self-Regulated Learning (SRL) strategies in a blended learning environment. Digital traces were aligned with students' responses on the A-SRL questionnaire (Magno, 2010), and these findings were further triangulated through student interviews. The results suggest that clicks on LMS modules containing theoretical material and gradebook indicate students' use of a single corresponding SRL strategy and may serve as a good indicator of SRL behavior, while other digital traces relate to multiple strategies at once and lack a singular interpretation. Additionally, it was found that students in blended courses may use SRL strategies outside of the LMS. The study offers practical implications for instructional designers and practitioners seeking to support SRL in blended learning environments. |
|---|---|
| ISSN: | 2472-5749 2472-5730 |
