A network analysis of blended learning: Perceived causal relations between use of learning resources, regulation strategies and course performance

Blended learning is often associated with student-oriented learning in which students have more control over the learning path, which will stimulate self-regulated and deeper learning. Although the perceived value of blended learning is clear, less is known if and how blended learning contributes to better course performance. Current research often uses (multiple) linear regression to determine the effect of blended learning although in practice education in not a linear process. In the current paper we present a novel technique to establish the intertwined relationship between the use of (digital) learning resources, regulation strategies and course performance in a blended learning setting. Current research visualizes indirect relationships between the use of (digital) learning resources and course performance. Moreover, it shows that centrality of nodes-determinant for course performance-differs considerably between courses.