Supporting self-regulated learning in a blended course

This study investigates the practice and development of self-regulated learning abilities in a blended course for trainee teachers, where traditional, face-to-face sessions alternate with online collaborative modules. Based on data emerged from an end-of-course questionnaire and on the analysis of the online interactions, the study suggests that the potential of the online CSCL component of the course was especially valuable as concerns the social aspects of SRL. The face-to-face sessions, instead, seem to contribute in particular to the development of the cognitive sphere. This study suggests that a balanced blend of presence and online activities may result synergic from the point of view of SRL.