Research On The Portraying Of Students’ Self-regulation Process In Blended Learning Environment

With the development of technology and the impact of the epidemic,blended learning has become the new normal of education in the information age,and self-regulated learning ability is an important factor affecting the effect of blended learning.However,students’ self-regulated learning in a blended learning environment faces great challenges.This research reveals the pattern and characteristics of the process changes of self-regulated learning in this context by conducting a staged procedural coding analysis of students’ online learning data and blended learning data in a blended learning environment.This research uses the lag sequence analysis method to analyze the self-regulated learning behavior of students’ online learning platform,uses the cognitive network analysis method to code and analyzes the blended learning reflected in the learning log,and uses the questionnaire survey method to analyze the self-regulation before and after the course.A cluster analysis was carried out on the self-regulated learning process of students with different motivation types.The main research conclusions are as follows: Firstly,on the online learning platform,the self-regulated learning presents similar phase-change characteristics as in the blended learning data,but there are few interactions between self-regulating learning behaviors.The purpose of students’ self-regulation of learning behavior is more clear.Secondly,the self-regulated learning in the blended learning reflected in the learning log presents periodic changes.Among the three phases of the course,the first phase focuses on the planning phase,the middle phase focuses on the performance phase,and the last phase focuses on the self-reflection phase;Thirdly,students’ self-regulated learning ability in the blended learning environment has been improved,especially in the dimension of task strategy;fourth,students with high intrinsic motivation and high extrinsic motivation have their own characteristics and complementary advantages in the self-regulated learning process.High intrinsic motivation Students are more inclined to problem solving in the middle of learning,while students with high extrinsic motivation will carry out more planning stage behaviors in the early stage of learning.This study provides a strategic basis for the design of blended learning courses to promote students’ self-regulated learning.Besides,it has reference significance for the theory and practice of self-regulated learning process analysis.