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Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, which makes it necessary to provide tailored support.Conducting latent profile analyses for a sample of 213 blended adult students, we identified three profiles, namely high, low, and moderate SRL profiles which prove differences in SRL strategy use and imply tailored SRL support. Through multivariate analysis of variance (MANOVA) and multinomial logistic regression, we further explore the differences in SRL between the profiles and the extent to which the students' personal background characteristics and achievement motivations predict their profile membership. The three profiles differ significantly in terms of the scores of all SRL subscales. Furthermore, only achievement motivation -more specifically, attainment and utility value -predicts profile membership.These results inform educational practice about opportunities for supporting and enhancing SRL skills. Anticipating attainment and utility value, time management, and collaboration with peers are all recommended. More specifically, teachers can, for example, use authentic tasks and examples during the learning process or be a role model regarding online interaction and information sharing.

His research is situated within the field of educational innovations. Most of his research focuses on the integrated use of ICT in pre-service teacher training and compulsory education. Dr. Céline Cocquyt obtained her PhD in Educational Sciences at the Vrije Universiteit Brussel (VUB) and is currently coordinating a project on teacher professional development for online and blended learning. Dr. Silke Vanslambrouck obtained her PhD in Educational Sciences at the Vrije Universiteit Brussel (VUB) and is currently a collaborator for educational development at the department of quality assurance and innovation and pedagogical collaborator at the department of educational sciences. Her research interests concern blended learning, adult education, motivation and self-regulation. Bram Bruggeman is a PhD candidate at the Vrije Universiteit Brussel (VUB). His research interests are in professional development in higher education in the context of technology enhanced learning.

The increased number of courses taught in an online environment has led to more teachers in need of professional development for online or blended teaching. Although various professional development programs have been scrutinised, only a few studies integrate the feelings of teachers during their professional development process. Teachers’ feelings form an inherent part of their teacher-selves and are reflected in their everyday practice. Therefore, this study uses a hermeneutic phenomenological research method to examine the lived experiences – the feelings – of educational staff within a professional development program that targets online and blended teaching. The results indicate that teachers experience a large range of feelings and that these fluctuate throughout the program. These include positive feelings of connectivity, responsibility, and satisfaction, but also more negative feelings of chaos and frustration. The recognition and understanding of these feelings can illuminate particular aspects of professional development that are experienced more positively or negatively, which can guide further efforts for qualitative improvement.

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