Analyzing Student Learning Behavior in a Blended-Learning Environment in Thai Higher Education


  • Thanita Lerdpornkulrat Srinakharinwirot University


blended learning, online learning, self-regulated learning, information literacy skill, technology education


The purpose of this study was to design a blended learning course. This course was implemented at a higher education institution in Thailand. The face-to-face part was designed to teach the knowledge and information literacy skills necessary for living in a digital world. The activities in the classroom comprised both individual and group works. The course content and materials were available in the online part. Activities in the online part emphasized students’ self-regulated strategies. Online log data were analyzed to understand student learning behaviors towards blended-learning mode. This study supports the notion that effective blended learning approach can help students to improve their self-regulated strategies.



Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.

Bright, S. (2015, July 8). 10 benefits of teaching in a blended learning classroom. Whooo’s Reading.

Chen, J. (2022). Effectiveness of blended learning to develop learner autonomy in a Chinese university translation course. Education and Information Technologies, 27, 12337-12361.

Eom, W., & Reiser, R. A. (2000). The effect of self-regulation and instructional control on performance and motivation in computer-based instruction. International journal of instructional media, 27(3), 247-260.

Graham, C. R. (2021). Exploring definitions, models, frameworks, and theory for blended learning research. In C. R. Graham & L. R. Halverson (Eds.), Blended Learning (pp. 10-29).

Güneş, S., & Alagözlü, N. (2020). The interrelationship between learner autonomy, motivation and academic success in asynchronous distance learning and blended learning environments. Novitas-ROYAL (Research on Youth and Language), 14(2), 1-15.

Hodges, C. B. (2005). Self-regulation in web-based courses: A review and need for research. The Quarterly Review of Distance Education, 6(4), 375-383.

Jo, I., & Kim, J. (2013). Investigation of statistically significant period for achievement prediction model in e-learning. Journal of Educational Technology, 29(2), 285-306.

Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173–194.

Lerdpornkulrat, T., Poondej, C., Koul, R., Khiawrod, G., & Prasertsirikul, P. (2019). The positive effect of intrinsic feedback on motivational engagement and self-efficacy in information literacy. Journal of Psychoeducational Assessment, 34(7), 421-434.

Liebowitz, J., & Frank, M. (Eds.). (2016). Knowledge management and e-learning.

Lizzio, A., Wilson, K., & Simon, R. (2002). University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27-52.

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826.

Lynch, M. (2018, August 14). 5 major benefits of blended learning. The Tech Edvocate. blended-learning.

Ming, T. R., Norowi, N. M., Wirza, R., & Kamaruddin, A. (2021). Designing a collaborative virtual conference application: Challenges, requirements, and guidelines. Future Internet, 13, 253. doi: 10.3390/fi13100253

Muller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394.

Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova. D. (2019). Challenges and benefits of blended learning in higher education. International Journal of Technology in Education (IJTE), 2(1), 22-31.

Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning instruction. World Applied Sciences Journal, 2(4), 390-398.

Poondej, C., & Lerdpornkulrat, T. (2016). The development of gamified learning activities to increase student engagement in learning. Australian Educational Computing, 31(2), 1-16.

Poondej, C., & Lerdpornkulrat, T. (2020). Gamification in e-learning: A Moodle implementation and its effect on student engagement and performance. Interactive Technology and Smart Education, 17(1), 56-66.

Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education: Principles, Policy & Practice,5(1), 77-84.

Sato, T., Murase, F., & Burden, T. (2020). An Empirical Study on Vocabulary Recall and Learner Autonomy through Mobile? Assisted Language Learning in Blended Learning Settings. CALICO Journal, 37(3), 254–276.

Setyaningrum, W. (2019). Self-regulated learning in blended learning approach. Journal of Physics: Conference Series, 1320(1), 1-6.

Song, L., Singleton, E. S., Hill, J. R., and Koh, M. H. (2004). Improving online learning: student perceptions of useful and challenging characteristics. Internet High. Educ. 7, 59–70. doi: 10.1016/j.iheduc.2003.11.003

Xia, Y., Hu, Y., Wu, C., Yang, L., & Lei, M. (2022). Challenges of online learning amid the COVID-19: College students’ perspective. Frontiers in Psychology, 13.

Yeo, S. C., Lai, C. K. Y., Tan, J., Lim, S., Chandramoghan, Y., Tan, T. K., & Gooley, J. J. (2023). Early morning university classes are associated with impaired sleep and academic performance. Nature Human Behaviour, 7(4), 502–514.

Additional Files



How to Cite

Lerdpornkulrat, T. “Analyzing Student Learning Behavior in a Blended-Learning Environment in Thai Higher Education”. Journal of New Horizon in Higher Education, vol. 1, no. 1, June 2023, pp. 38-46,