The pedagogical practice of blended learning and its relationship with students’ self-regulated learning and learning motivation in the Hong Kong secondary context

Blended learning has been a new normal to cope with the threats posed by COVID-19. Hong Kong secondary schools had to adopt the new teaching mode and develop a blended learning curriculum on short notice. After two years of implementation, many schools are still trial-and-error stage. Therefore, to promote blended learning in Hong Kong, it is high time to evaluate the current implementation of blended learning to discover effective practices and spot room for improvement. To assess students’ learning experiences in blended learning, a study on their self-regulated learning behaviours might reveal some implications of integrating face-to-face and online lessons. To further study students’ level of engagement in the new teaching mode, students’ learning motivation should also be placed under the scope of the study. Therefore, three research questions are formulated that the researcher would look into the implementation of blended learning in a Hong Kong Secondary School and investigate how blended learning affects students' self-regulated learning behaviours and their learning motivation.

In the mixed-methods case study, the researcher collected survey data from 117 students from a secondary school that implemented a blended learning curriculum. The researcher also collected the school documents from the participating school for document analysis and conducted semistructured interviews with teachers and students. Both quantitative and qualitative results consistently showed that blended learning was a conducive and resourceful learning environment that fostered students’ self-regulated learning behaviours and boosted their learning motivation. All rights reserved.