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Self-regulated learning strategies & academic achievement in online higher education learning environments: a systematic review
journal contribution
posted on 2015-07-01, 00:00 authored by Jaclyn BroadbentJaclyn Broadbent, W L Poon© 2015 Elsevier Inc. All rights reserved. As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts.
History
Journal
Internet and higher educationVolume
27Pagination
1 - 13Publisher
ElsevierLocation
Amsterdam, The NetherlandsPublisher DOI
ISSN
1096-7516eISSN
1873-5525Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2015, ElsevierUsage metrics
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