Understanding TVET students’ self-regulated learning and online participation on a blended course

Abstract

The purpose of this research was to investigate students’ perceived self-regulated learning and participation in a blended environment. A shorten Motivated Strategies for Learning Questionnaire (MSLQ) was administered to 63 first-year students at a Singaporean Technical and Vocational Education and Training (TVET). Trace data was collected from the learning management system to gain insight into students’ online participation. The survey show that students were extrinsically motivated, used rehearsal strategy the most, but scored the lowest in critical thinking. Trace data revealed that students primarily accessed group activity worksheets, and spent the most time on quizzes. Positive correlations were found between time spent on resources and organization, elaboration, as well as critical thinking.