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

Xu, Zhihong; Zhao, Yingying; Liew, Jeffrey; Zhou, Xuan; Kogut, Ashlynn

doi:10.1016/j.edurev.2023.100510

Cited by 57 publications

(19 citation statements)

References 125 publications

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“…The first stage, initiation, is centered on comprehensively examining the diverse expectations and requirements of the relevant stakeholders. To this end, organizations can leverage an array of tools, such as diaries, logs and a structured position and expectation analysis questionnaire, to gain a sound understanding of stakeholder expectations and needs (Xu et al , 2023). The second stage, institutionalization, highlights the significance of formalization, coupled with a flexible and adaptive system.…”

Section: Discussionmentioning

confidence: 99%

Universities and innovation – the case of hybrid courses

Pandey

Panda

2023

QAE

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Purpose Hybrid learning, integrating online methods of instruction with face-to-face learning methods, has recently gained increased attention. The literature on pedagogy and course management has focused on hybrid learning as a combination of virtual and physical environments, which can shift learning to a more student-centered model from the teacher-centered model. A gap exists in the literature related to the execution of hybrid learning and challenges faced by internal stakeholders, and the outcomes are achieved. This study aims to examine the implementation of hybrid learning courses and investigate the challenges and outcomes. Design/methodology/approach This study adopted a qualitative approach. This study presents a case of a management university in India. Ten semistructured interviews were conducted with the university officials, including the vice-chancellor, dean and faculty members. The data collection method also included reviewing university documents and reports. Findings While formalized knowledge transfer through online courses can facilitate knowledge dissemination, it has its own downsides: it needs to be contextualized; it requires additional resources; it is not a one size fits all policy, as its conducive to some and alienates others; and students may not completely adopt it. Originality/value This investigation attempts to examine the shift to hybrid learning in the Indian context.

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Section: Discussionmentioning

confidence: 99%

Universities and innovation – the case of hybrid courses

Pandey

Panda

2023

QAE

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“…With the rapid growth of the use of educational tools in online learning (Viberg et al, 2018), and blended learning (BL) environments, understanding students' SRL and the factors that may affect the success of this environment are more vital (Abrami & Bernard, 2006; Staker & Horn, 2012). In the twenty‐first century, online learning has grown in popularity, but the COVID‐19 worldwide pandemic in 2020 forced its importance on to a whole new level (Broadbent & Poon, 2015; Xu et al, 2023; Zimmerman, 2008). However, not all students can self‐regulate their learning (Kim, Yu, et al, 2023; Larsen et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…vital (Abrami & Bernard, 2006;Staker & Horn, 2012). In the twenty-first century, online learning has grown in popularity, but the COVID-19 worldwide pandemic in 2020 forced its importance on to a whole new level (Broadbent & Poon, 2015;Xu et al, 2023;Zimmerman, 2008).…”

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confidence: 99%

Unfolding self‐regulated learning profiles of students: A longitudinal study

Esnaashari

Gardner

Arthanari

et al. 2023

Computer Assisted Learning

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Background It is vital to understand students' Self‐Regulatory Learning (SRL) processes, especially in Blended Learning (BL), when students need to be more autonomous in their learning process. In studying SRL, most researchers have followed a variable‐oriented approach. Moreover, little has been known about the unfolding process of students' SRL profiles. Objectives We present the insights derived from a study that measured motivation and the learning strategies used by 198 students of a university entry‐level, business school, BL course to develop an understanding of students' SRL processes. Methods The Strategies for Learning Questionnaire (MSLQ) was used to survey 198 students three times during a semester to investigate SRL profiles and how they unfolded as the course progressed using a person‐oriented approach. Through a clustering approach, we focus on MSLQ's motivation aspects as its importance has been emphasised by different SRL theories, and extant research into motivation in learning analytics (LA) is still lacking. Results and Conclusions Through the longitudinal clustering approach, we identified minimally, average, and highly SRL profiles. We acknowledged that students might change their SRL profiles as the course progressed as a result of feedback they received. What are the 1 or 2 Major Takeaways from the Study? This study contributes to the SRL theory by examining students' SRL profiles adaptation longitudinally (addressing the challenge identified regarding the cyclical nature of SRL). This study contributes to LA by investigating motivational constructs currently lacking in the field and bringing forward theory based empirical evidence to inform theory and practice.

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“…Blended (or hybrid) education became an important mode of teaching and learning during and after the COVID-19 pandemic, and this mode/approach has rapidly spread in tertiary education [1][2][3]. Within the blended and online learning contexts, digital technology has a main role (e.g., online mode or use of digital tools in the classroom), while selfregulated learning [3][4][5] and mobile learning [6][7][8][9][10] are topics that have received increased attention post-pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Student self-regulated/directed learning is associated with blended learning benefits and effectiveness [13][14][15]. A recent review [3] confirms the effectiveness of SRL on learners' academic achievement in blended learning environments. With regard to mobile learning (ML), mobile technology-mediated learning was applied by many tertiary education institutions during the pandemic, and it supported online and blended learning [6,7,9,10].…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

Νικολοπούλου

2023

Sustainability

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Despite the rapid rise in the number of blended education studies after the COVID-19 pandemic, the topics of self-regulated and mobile-mediated learning in blended tertiary education environments is an open research issue. The purpose of this pilot study is to identify tertiary education students’ perceived enablers/facilitators and barriers to self-regulated and mobile-mediated learning in blended education environments. Nineteen undergraduate and postgraduate students were interviewed in Greece, and data were analyzed through descriptive analysis. According to the findings, most participants believed that blended learning helps their autonomy and self-regulated learning when they are facilitated by ownership of, ease of use, and familiarity with mobile devices. Major enablers/facilitators, but also barriers to, self-regulated and mobile-mediated learning in blended contexts are the course structure (mainly, the online component of blended education, appropriateness of learning activities, and educational material), and individual (educators’ knowledge, skills, confidence, and attitudes, and students’ knowledge, skills, and concerns) and technological (infrastructure and internet connectivity) factors. Students’ expectations concerning blended education courses are associated with the course organization (e.g., provision of alternative learning possibilities, balance between face-to-face and digital/online learning activities, and access to various teaching material/tools) and the role of students and teachers. Implications for students, educators and university policy and practice are discussed.

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

Cited by 57 publications

References 125 publications

Universities and innovation – the case of hybrid courses

Universities and innovation – the case of hybrid courses

Unfolding self‐regulated learning profiles of students: A longitudinal study

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

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