Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review
Section snippets
Background
Increased internet access in the past decade has led to a rapid increase in the number of students electing to undertake their higher education learning experience online, rather than in traditional face-to-face settings (Greenland & Moore, 2014). In contrast to traditional learning where student/teacher interaction and communication occur face-to-face in a classroom (Artino & Jones, 2012), online learning relies on the use of asynchronistic and synchronistic interaction and communication
Eligibility criteria
Papers were restricted to peer reviewed journal papers published within the last decade in English language journals between the years 2004 to Dec 2014.
Search strategy
The search strategy encompassed systematically reviewing peer-reviewed published papers with an initial database search of PsycINFO, CINAHL Complete, ERIC, MEDLINE, and psychARTICLES. This search was undertaken for papers that explored SRL strategies and academic achievement in online higher education settings with the aim of maximising relevant
Description of included papers
The initial database search strategy resulted in 1789 findings; 130 full text articles were assessed for eligibility and ultimately twelve papers remained which were considered relevant for this systematic review. See Fig. 1, which outlines the flow diagram of papers that remained. A full list of included (n = 12) and excluded studies (n = 118) with reasons for exclusions are found in Table 1, Table 2, respectively. One study (Carson, 2011) was included twice as two different online student cohorts
Discussion
We synthesised the last 10 years of research into the association between SRL strategies and student academic achievement in higher education courses that were taught wholly online. This systematic review found that nine SRL strategies had been investigated in relation to academic achievement in online learners in higher education: metacognition, time management, effort regulation, peer learning, elaboration, rehearsal, organisation, critical thinking, and help seeking. Of these, help seeking
Financial support/funding source
None.
Conflict of interest
None.
Acknowledgements
None.
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