ORIGINAL RESEARCH Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environments and Their Implications for Design Stijn Van Laer 1 • Jan Elen 1 Published online: 10 January 2018 Ó Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Blended forms of learning have become increasingly popular. However, it remains unclear under what circumstances blended learning environments are successful. Studies suggest that blended learning challenges learners’ self-regulation. Yet little is known about what self-regulatory behaviour learners exhibit in such environments. This limited understanding is problematic since this insight is needed for effective designs. Therefore, the aim of this study was to identify learners’ self-regulatory behaviour profiles in blended learning environments and to relate them to designs of blended learning environments. Learners’ (n = 120) self-regulatory behaviour in six ecologically valid blended learning courses was captured. Log files were analysed in a learning analytics fashion for frequency, diversity, and sequence of events. Three main user profiles were identified. The designs were described using a descriptive framework containing attributes that support self-regulation in blended learning environments. Results indicate fewer mis- regulators when more self-regulatory design features are integrated. These finding high- lights the value of integrating features that support self-regulation in blended learning environments. Keywords Blended learning Á Learning analytics Á Self-regulation Á Instructional design Á Adult education & Stijn Van Laer stijn.vanlaer@kuleuven.be Jan Elen jan.elen@kuleuven.be 1 Centre for Instructional Psychology and Technology, KU Leuven, Dekenstraat 2, bus 3773, 3000 Leuven, Belgium 123 Tech Know Learn (2020) 25:509–539 https://doi.org/10.1007/s10758-017-9351-y