Blended learning requires different proficiencies from learners and there is limited evidence on blended learning for undergraduate students specifically in practice-based courses. Within the personalised learning frame in virtual academic environments, journal writing and mindfulness interventions are gaining prominence. This study examines the impact of mindfulness sessions on learner motivation, self-regulation, and metacognition of undergraduate students from select practice-based courses (social work, nursing, engineering, architecture, fine arts) in select South Asian cities, compared to journal writing, both delivered online. Mindfulness sessions were more impactful and participants’ gender, year of study, family configuration, apprenticeship engagements, and program compliance were significant predictors. Female students, in advanced or final years of their studies, belonging to single-parent families, not doing apprenticeship alongside study, showing prudent compliance with mindfulness sessions and completing higher number of corresponding homework sessions, gained most. Mindfulness sessions could be incorporated in undergraduate practice-based courses, and their blended learning curricula in particular, to improve learner motivation, self-regulation, and metacognition. Emphasis would need to be laid on intervention compliance and some modifications would be needed for male students, students in their early years of undergraduate study, cohabiting with both parents and siblings, and doing apprenticeship alongside study. © 2025
Author Keywords
Index Keywords
