Blended Learning and the Development of Self-Regulated Learning Skills

Ron Oostdam

Blended Learning and the Development of Self-Regulated Learning Skills

Author(s)	Prof. Dr. Ron Oostdam
Country	United States
Abstract	Blended learning has emerged as an important educational approach that combines traditional face-to-face instruction with digital learning methods to create flexible and learner-centered educational experiences. Unlike conventional classroom models, blended learning provides students with greater control over learning pace, access to digital resources, and opportunities for independent academic engagement. These characteristics make blended learning particularly relevant for developing self-regulated learning skills among students. This study examines the relationship between blended learning environments and the development of self-regulated learning skills. The research explores how digital learning resources, learner autonomy, time management practices, goal setting, self-monitoring, and instructor support influence students’ ability to regulate their own learning processes. A conceptual analytical framework supported by simulated observations is developed to evaluate the contribution of blended learning toward improving self-regulated learning capabilities. The findings indicate that blended learning can positively influence self-regulated learning by encouraging independent learning behaviours, improving learner responsibility, and supporting reflective academic practices. However, challenges including digital competency gaps, ineffective learning strategies, limited technological access, and insufficient instructional guidance continue to influence successful implementation. The study contributes to educational technology and learning psychology research by explaining how blended learning environments support the development of independent and self-directed learners. The findings provide practical implications for educators, institutions, and instructional designers seeking effective approaches to strengthen student learning autonomy.
Keywords	: Blended Learning, Self-Regulated Learning, Learner Autonomy, Digital Education, Learning Strategies, Higher Education, Student Engagement.
Field	Engineering
Published In	Volume 3, Issue 2, March-April 2021
Published On	2021-03-23

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American International Journal of Research and Innovation

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Blended Learning and the Development of Self-Regulated Learning Skills

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