The moderating effect of self-regulated learning skills on online learning behaviour in blended learning

BackgroundEnhancing the effectiveness of online learning has become a key challenge with regard to the ability of blended learning to reach its full potential. However, mechanisms by which students' self-regulated learning (SRL) skills influence their online learning engagement in blended learning and subsequent learning achievement have yet to be explored fully.ObjectivesThis study aims to explore the mechanisms underlying the effects of students' SRL skills on online learning behaviour and learning achievement in blended learning.MethodsBased on students' self-reported data and learning behavioural data, this study employed a combination of structural equation modelling and learning analytics to conduct an in-depth investigation into the influence of SRL skills on online learning behaviour and blended learning achievement.ResultsThe results indicated that the duration spent on challenging mandatory tasks mediates the relationship between psychological engagement and learning achievement; Two SRL skills, task strategies and self-evaluation, played positive moderating roles in the relationship between psychological engagement and online behavioural engagement. Further analysis of behavioural sequences revealed that these two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, self-evaluation impacted the approach to quizzes and error correction during exercises.TakeawayThe findings of this research enrich and advance the understanding of characteristics and processes of SRL in blended learning contexts and have important implications for both instructional design and learning support in the context of blended K-12 learning. What is already known about this topic Elementary and secondary school students' level of SRL skills is an important factor influencing the effectiveness of blended learning. Behavioural indicators that are more relevant to cognitive engagement are stronger predictors of learning performance. Students with different levels of SRL skills exhibit different characteristics of learning behaviour. Mechanisms by which students' SRL skills influence their online learning engagement in blended learning and learning achievement have yet to be explored fully.What this paper adds The duration spent on challenging mandatory tasks is a key indicator of psychological engagement, which mediates the relationship between psychological engagement and learning achievement in blended learning. Task strategies and self-evaluation are the key SRL skills moderating the impact of psychological engagement in blended learning on online behavioural engagement. These two skills influenced students' behavioural patterns during video learning and their effectiveness in error attribution during exercises. Additionally, Self-evaluation impacted the approach to quizzes and error correction during exercises.Implications for practice and/or policy Mandatory online tasks with appropriate challenges can effectively stimulate substantial online learning engagement, and students' behavioural engagement in such tasks can be used as a predictor of learning achievement in blended learning. Enhancing students' SRL skills in both task strategies and self-evaluation can significantly improve learning behaviours and then achievement in blended learning. Behavioural patterns exhibited by students during video learning and testing offer a foundational framework for the assessment and enhancement of SRL in blended learning.