Postsecondary Students' Self-Regulation in Online Contexts: A Review of the Literature 2000–2019

• In Event: Teaching and Learning and Teacher Education

Abstract

Recent trends show a steady progression in the normalization of online learning. While online learning environments offer students flexibility and convenience, the lack of self-regulation has been identified as a significant factor that could influence online learners’ learning experiences and academic outcomes. This research synthesis provides a comprehensive picture of empirical studies of self-regulated learning (SRL) interventions and post-secondary students’ self-regulatory processes in online contexts since 2000. Analysis of the studies included in the research synthesis found that SRL interventions that proved to be effective in online learning coalesced into two themes: embedded and detached supports. Findings from this synthesis can guide educators to infuse self-regulation interventions, and prompt researchers to more deeply investigate SRL in online learning environments.

Authors

• Binyu Yang, The George Washington University

• Karen L. Kortecamp, The George Washington University