Název: Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment

The entire abstract and study are available here.

Short abstract:

Learning Analytics (LA) has advanced significantly in recent years; however, its findings often suffer from limited generalizability and transferability due to reliance on data from a small number of courses. Course design variability is a critical factor influencing students’ learning behavior in online learning environments (OLEs). This study examines how differences in instructional design, specifically in self-regulated learning (SRL) support, predict the intensity and regularity of students’ learning behavior in OLEs. Using qualitative content analysis, we developed the SRL-S coding scheme to systematically assess the extent to which course design supports specific SRL processes. … These findings highlight the pivotal role of structured SRL support in shaping student engagement. Our approach contextualizes LA indicators by accounting for course design differences and suggests that the SRL-S coding scheme could serve as a research-based guideline for enhancing SRL support in online courses.