Motivation and self-regulated learning strategies accounting students adopt in a blended learning environment

As future professionals, tertiary accounting students require strategies to learn in an autonomous and self-directed blended learning environment. Consequently, this research seeks to understand what motivates students to engage with learning resources as provided through a learning management system, what self-regulated learning strategies they adopt, and whether these strategies change over time. Such insights facilitate creation of future learning resources and ways of engaging. Findings reveal students are intrinsically and extrinsically motivated to engage with the learning resources to enhance understanding. They apply strategies of rehearsal, elaboration, metacognitive self-regulation, goal setting and reflection, which evolve as they progress with their studies.