Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature...

Area of Science:

• Educational Technology
• Online Learning
• Higher Education Pedagogy

Background:

• The rapid shift to distance learning necessitates effective strategies for student self-regulation.
• Supporting self-regulated learning (SRL) is crucial for academic success in digital environments.
• Learner autonomy in online settings requires robust self-regulation skills.

Approach:

• A systematic review of 38 studies was conducted.
• The review analyzed interventions supporting all SRL areas (metacognitive, cognitive, motivational, emotional).
• Focus was on interventions within distance education at the higher education level, covering preparatory, performance, and appraisal phases.

Key Points:

• Numerous SRL support interventions demonstrate positive effects.
• Intervention distribution is uneven, with metacognition and performance phases being over-researched.
• Emotion regulation and preparatory/appraisal phases require further investigation.
• Combined interventions offer more comprehensive SRL support.
• Emotion and motivation regulation are closely linked and can be supported by similar interventions.

Conclusions:

• Effective SRL support interventions are available for distance education, but their implementation needs balancing.
• Future research should explore intervention efficiency across diverse digital media, learner characteristics, and educational levels.
• Further investigation into emotion regulation and less-explored SRL phases is recommended for holistic student support.