Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Review Pub Date : 2023-05-01 DOI:10.1016/j.edurev.2023.100510
Zhihong Xu , Yingying Zhao , Jeffrey Liew , Xuan Zhou , Ashlynn Kogut
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引用次数: 16

Abstract

The present study synthesizes research evidence on self-regulated learning (SRL) and academic achievement in online and blended learning environments from intervention and cross-sectional studies. We examined 163 studies conducted in various countries and different learning contexts in terms of study characteristics, methodology, and SRL features. The current study found that SRL in the online and blended learning contexts has been an important topic and has received increased attention. The results revealed the importance of SRL for improving students' academic performance in the STEM field. It also demonstrated that the majority of the studies adopted multiple SRL strategies throughout mixed phases. This study confirmed the effectiveness of SRL on academic achievement in online or blended learning. However, the present study also identified that research on children's and adolescents' SRL strategies in online learning contexts is urgently needed and most of the available research did not focus on the preparatory and planning phases of SRL which are extremely important.

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综合在线和混合学习环境中自我调节学习和学业成绩的研究证据:范围界定综述
本研究综合了来自干预和横断面研究的关于在线和混合学习环境中自我调节学习(SRL)和学术成就的研究证据。我们对163项在不同国家和不同学习背景下进行的研究进行了研究,包括研究特征、方法和SRL特征。目前的研究发现,在线和混合学习环境中的SRL已经成为一个重要的话题,并受到越来越多的关注。研究结果揭示了SRL对提高学生在STEM领域的学习成绩的重要性。研究还表明,大多数研究在混合阶段采用了多种SRL策略。本研究证实了SRL对在线或混合学习中学业成绩的有效性。然而,本研究还发现,迫切需要对儿童和青少年在在线学习环境中的SRL策略进行研究,而且大多数现有研究都没有关注SRL的准备和规划阶段,这一阶段非常重要。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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