The effectiveness of self‐regulated learning strategies in higher education blended learning: A five years systematic review

• Published in: Journal of computer assisted learning Vol. 40; no. 6; pp. 3005 - 3029
• Main Authors: Luo, Ren‐Zhi, Zhou, Yue‐Liang
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Inc 01.12.2024; Wiley Subscription Services, Inc
• Subjects: academic success; Blended learning; Design optimization; Education; Educational objectives; Effectiveness; Environmental factors; Higher education; Instructional design; Interdisciplinary aspects; Interdisciplinary research; Interdisciplinary studies; Learning; learning outcomes; Learning Strategies; Resource management; Screening; self‐regulated learning strategies; systematic review
• DOI: 10.1111/jcal.13052
• ISSN: 0266-4909

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. Lay Description What is currently known about the subject matter Blended learning (BL) is transforming education. Self‐regulated Learning Strategies (SRLS) is key for success. Its effectiveness in new models is unclear. The importance of learner autonomy is growing. What this paper adds Comprehensive review of SRLS in higher education BL over the past five years. Evidence on SRLS's impact on outcomes in BL. Highlights the importance of interdisciplinary research. Emphasizes the need for research on individual differences and environment. Implications of Study Findings for Practitioners Educators should integrate SRLS into instructional design. Provide students with tools for self‐regulation in BL. Inform policies to optimize BL environments. Future research should explore long‐term impacts of SRLS on success.