Retention effects of instruction in self-regulation strategies in blended learning environments

Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-term improvements in cognitive, metacognitive, motivational, and management strategies for students receiving explicit instruction, but no sustained gains after one year. Qualitative findings revealed that explicitly instructed students applied metacognitive strategies more proactively and showed greater intrinsic motivation, while the implicit group was more reactive with limited strategy use. The findings highlight the effectiveness of explicit instruction in fostering self-regulation, yet sustaining these effects remains difficult. Support is needed to preserve gains. This study offers insights for teachers and instructional designers aiming to enhance the long-term development of self-regulated learning in blended environments. • Explicit instruction improves self-regulated learning in students. • Without support, self-regulation strategies fade over time. • Explicit instruction fosters active and motivated student learning. • Implicit instruction leads to limited, reactive strategy use. • Blended learning requires ongoing support for self-regulation.