Often there is an assumption that the flexibility provided by technology will enhance learning and outcomes for students. However, research often shows that such advances offer little or no benefit to students and may undermine student performance. We applied a blended learning approach in a large undergraduate course (N = 780) and gathered data about students' self-regulated learning strategies. Actual student access to online lecture resources was related to academic performance as a factor of self-regulated learning. Subgroup analyses reveal characteristics of successful and unsuccessful students in this blended environment that have implications for course design.
