{"title":"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","authors":"Ren-Zhi Luo, Yue-Liang Zhou","doi":"10.1111/jcal.13052","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3005-3029"},"PeriodicalIF":5.1000,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13052","citationCount":"0","resultStr":"{\"title\":\"The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review\",\"authors\":\"Ren-Zhi Luo, Yue-Liang Zhou\",\"doi\":\"10.1111/jcal.13052\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"40 6\",\"pages\":\"3005-3029\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-08-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.13052\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13052\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13052","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review
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.
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
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