Anticipated and experienced challenges : self-regulated learning profiles in hybrid learning context

Abstract

The transition to hybrid learning increased demands on student autonomy and self-regulated learning (SRL) skills. While prior research has explored variations in SRL skill levels, few studies have examined how students’ anticipated and experienced challenges relate to SRL strategy use. This mixed-method study investigates how such challenges function as expressions of self-regulation across distinct SRL profiles.

Data were collected from 142 higher education students through pre- and post-course surveys and follow-up interviews. A cluster analysis, based on self-reported SRL strategy use, identified three learner profiles: proactive, moderate, and reactive self-regulators. Quantitative and qualitative methods were implemented to explore how these profiles differ in anticipation and experience of hybrid learning challenges. Our findings illustrate that proactive self-regulators exhibit confidence and strategic planning, while reactive self-regulators display a low SRL usage combined with reactive pessimistic approach to hybrid learning challenges and demands. Moderate self-regulators demonstrate balanced levels of SRL strategy use, and strong goal orientation coupled with the need to rely on external scaffolding and hybrid learning. Across profiles, difficulties related to collaboration and help-seeking emerge as common challenges.

These findings suggest that challenge anticipation is a meaningful lens for understanding SRL in the hybrid learning setting, underscoring profile-specific needs and concerns, ensuring personalized and adaptive support in hybrid higher education.