Self-regulation strategies in blended learning environments in higher education: A systematic review

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 teacher's 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.
 Implications for practice and policy:
 
 More attention to self-regulation in online and blended learning is essential.
 Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management.
 Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.