The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-08-07 DOI:10.1111/jcal.13052

Ren-Zhi Luo, Yue-Liang Zhou

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Abstract

Background

The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments.

Objective

The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes.

Methods

This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education.

Results and Conclusions

From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

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高等教育混合式学习中自我调节学习策略的有效性：五年系统回顾

背景COVID-19加速了高等教育向混合式学习（BL）的过渡，促使人们需要进一步研究自我调节学习策略（SRLS）在这些新的教育环境中的有效性。本研究的主要目标是评估过去五年中高等教育中自我调节学习策略的有效性，重点关注趋势、理论基础、方法论及其对学习成果的影响。经过严格的筛选程序，最终共选择了 15 篇 SSCI 文章进行分析。研究设计纳入了一个由六个部分组成的综合编码方案，所选文章侧重于高等教育BL环境中的SRLS.Results and Conclusions从2019年到2023年，关于高等教育BL环境中SRLS的研究主要集中在资源管理、动机信念和元认知策略上，对认知策略的强调相对有限。这些研究采用了多种理论框架，主要采用定量和混合方法。在所审查的 15 篇文章中，有 14 篇明确指出 SRLS 对学习成果有积极影响。此外，本文强调了跨学科研究的重要性，并强调了教育工作者在支持实施 SRLS 方面所发挥的关键作用。今后的研究应深入探讨个体差异和环境因素对 SRLS 的影响。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope