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Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
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2 references
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- Vol 7 RE: Chapter 8, App D
blended learning designlearning flexibilityonline interactionself-regulation scaffoldingprogress monitoringaffective learning climatelearner autonomycross-modal integrationJournal article Evidence summaryAt a glance
Boelens, De Wever, and Voet systematically review 20 studies to identify instructional responses to four recurring challenges in blended learning: incorporating flexibility, stimulating interaction, facilitating learning processes, and fostering an affective learning climate.
Key ideas
Designs often allowed choice of place or pace but gave learners little control over how the blend itself was organised. Social interaction was commonly initiated face to face, while online activities were used for personalisation and monitoring. Support for planning, progress, and feedback appeared more often than deliberate work on belonging, emotion, or psychological safety. The review shows that combining online and classroom components does not automatically integrate their strengths.
Why it matters
For educators and designers, it recommends making choices purposeful, connecting interaction across modes, scaffolding self-regulation, monitoring progress, and attending explicitly to motivation and climate throughout the whole learning experience.
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- Vol 4 RE: Chapter 18
self-directed learninglearner autonomyteacher facilitationinstructional scaffoldinggoal settingresource evaluationreflective practicelearner agencyJournal article Evidence summaryAt a glance
Botha, du Toit-Brits, and Blignaut synthesise theoretical perspectives on self-directed learning and the changing role of teachers.
Key ideas
Self-directed learners diagnose needs, formulate goals, identify resources, choose and implement strategies, and evaluate outcomes, but this agency develops through supportive educational relationships rather than teacher absence. The article discusses motivation, creativity, adaptability, learner diversity, digital contexts, and the capabilities teachers need to create environments that gradually transfer responsibility. Teachers act as designers, facilitators, models, coaches, and providers of feedback while ensuring that learners have sufficient knowledge and structure to make productive choices.
Why it matters
For educators, the review recommends explicit instruction in goal setting, planning, resource evaluation, monitoring, and reflection; meaningful choice within clear expectations; responsive scaffolding; and assessment practices that help students become increasingly capable of directing future learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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