| Sumario: | Hybrid learning is increasing in college, but it places a higher demand on students' self-regulation skills, including cognition, metacognition, behavior, motivation, and emotion/affect. This action research redesigned one unit of a radiologic technology course by embedding design attributes suggested to support self -regulation. Data sources included pre/postintervention surveys (n = 10), a focus group (n = 8), and learning analytics (n = 10). On the postintervention survey, two dimensions of motivation, affective and intrinsic goal orientation, showed significant differences (p < .05). Focus group themes of motivation and task strategy emerged. Participants positively perceived the intervention and recognized several design attributes despite not being informed of them. Learning analytics revealed increased student engagement. Results support future investigations on an additional cycle of practice improvement extending across an entire course to determine if longer exposure to the intervention further fosters self -regulated learning development.
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