Developing a Framework to Evaluate the Mediating Role of Self-Regulated Learning (SRL) Strategies in Blended Learning Courses

Introduction

Educational technology is a combination of the processes and tools in addressing educational needs and problems, with an emphasis on applying the most current and related technologies and tools (Roblyer, 2003). It also refers to the growing range of human-engineered products and processes, purposefully employed within educational contexts towards the ultimate goals of promoting and enhancing student learning (Subramony, D. P., 2008). In Malaysia, the uses of educational technology have been receiving get a strong push from the nation since 2011 with the aims to make the learning process more effective and to change the whole learning model in this century (Azmin, Amran, & Rusli, 2015).

The use of educational technology is beneficial for learning as supported by a recent meta-analysis by Steenbergen-Hu & Cooper, 2014. Educational technology provides certain features which offer potential benefits for blended learning practise, and Reigeluth (2017) has proposed three reasons why educational technology can be beneficial, from teachers, students motivation and learning flexibility perspectives. For teachers, it facilitates personalized learning through effective administration and organization in the lesson delivery. Moreover, it enhances students’ motivation due to immersive and authentic task environments through simplified information retrieval. Thirdly, educational technology is capable in providing an infinite number of supportive tutorials and exercises for learners whenever they need help. It could also allow students to have multiple attempts to the practices and scaffold them in their learning journey. Likewise, Reinhold et al. (2020) also argued that low-achieving students benefit from the interactive and adaptive scaffolds features in educational technology.

Perceptions of blended learning have been shifting in its favour over the past several years. Blended learning continues to gain popularity in Higher Education Institutions (HEIs) because of its flexibility and ability to customize according to diverse students' learning needs (Allen and Seaman, 2016; Cui, Lockee and Meng, 2013). Blended learning is defined as ICT-enabled learning which integrates and harnesses the strength of both online and face-to-face modes of delivery (Krause, 2008). It is also commonly referred as the combination of face-to-face and online instruction with a reduction in class-time (Porter et al., 2014).