Unfolding self‐regulated learning profiles of students: A longitudinal study

Abstract

AbstractBackgroundIt is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles.ObjectivesWe present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes.MethodsThe Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking.Results and ConclusionsThrough the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received.What are the 1 or 2 Major Takeaways from the Study?This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice.