Self-Regulation Strategies in Blended Learning Environments in Higher Education: A Systematic Review

Autor/inn/en	Eggers, Jan Hein; Oostdam, Ron; Voogt, Joke
Titel	Self-Regulation Strategies in Blended Learning Environments in Higher Education: A Systematic Review
Quelle	In: Australasian Journal of Educational Technology, 37 (2021) 6, S.175-192 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oostdam, Ron) ORCID (Voogt, Joke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Metacognition; Blended Learning; Teaching Methods; Learning Strategies; Measures (Individuals); Research Reports; Learning Motivation; Teacher Student Relationship; Classification; Higher Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Research report; Forschungsbericht; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Although self-regulation is an important feature related to students' study success as reflected in higher grades and less academic course delay, little is known about the role of self-regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teachers' actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01