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Reimagining Instructional Design for Blended Learning in Chinese Higher Education: A Self-Regulated Learning Perspective
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Author(s): Jingran Yang (Universiti Sains Malaysia, Malaysia)and Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia)
Copyright: 2026
Pages: 20
Source title:
Assessing Educational Digital Transformation in the AI Era
Source Author(s)/Editor(s): Shaoxu Du (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Universiti Sains Malaysia, Malaysia), Nurul Maziah Mohd Barkhaya (Universiti Sains Malaysia, Malaysia), Chuang Chen (Zhengzhou University of Industrial Technology, China)and Jia Wang (Chung-Ang University, South Korea)
DOI: 10.4018/979-8-3373-7508-3.ch013
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Abstract
Blended learning has rapidly expanded in Chinese higher education. Nevertheless, existing instructional designs do not fully exploit the potential of self-regulated learning (SRL), thereby constraining learner autonomy and limiting learning depth. This study reviews an SRL-driven framework for blended instruction that is tailored to the Chinese higher education context and aims to cultivate students' self-directed learning competence. Grounded in Zimmerman's SRL model and informed by empirical evidence and institutional case analyses. By integrating technological tools, cultural adaptation, and social interaction strategies, the framework seeks to bridge the gap between technological adoption and deep cognitive engagement, thus providing theoretical direction and practical guidance for instructional designers, educators, and policymakers. Findings demonstrate that the systematic incorporation of SRL strategies into blended environments markedly enhances students' learning performance and self-regulatory skills.
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