Description of the coding scheme.

Learning Analytics (LA) has advanced significantly in recent years; however, its findings often suffer from limited generalizability and transferability due to reliance on data from a small number of courses. Course design variability is a critical factor influencing students’ learning behavior in online learning environments (OLEs). This study examines how differences in instructional design, specifically in self-regulated learning (SRL) support, predict the intensity and regularity of students’ learning behavior in OLEs. Using qualitative content analysis, we developed the SRL-S coding scheme to systematically assess the extent to which course design supports specific SRL processes. The coding scheme was validated by three independent researchers and applied to 76 courses. Multilevel modeling analysis confirmed substantial variability in student learning behavior across courses. Higher SRL support was associated with more frequent course visits (β = .46, p