Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review |
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| Institution: | 1. Department of Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX, USA;2. Department of Educational Psychology, Texas A&M University, College Station, TX, USA;3. Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA |
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| 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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| Keywords: | Self-regulation Academic achievement Online learning Blended learning Scoping review |
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