Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one de
- PDF / 771,674 Bytes
- 28 Pages / 439.37 x 666.142 pts Page_size
- 72 Downloads / 186 Views
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review Lilian Anthonysamy 1
& Ah-Choo
Koo 2 & Soon-Hin Hew 2
Received: 30 September 2019 / Accepted: 6 February 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students’ learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented. Keywords Self-regulatedlearningstrategies . Self-regulated learning . Learningstrategies .
Blended learning . University . Higher education . Learning performance . Non-academic outcome
* Lilian Anthonysamy [email protected] Extended author information available on the last page of the article
Education and Information Technologies
1 Introduction Digital technology is the catalyst for transformation in education in this twenty-first century. Due to the rapid and continuing innovation in educational technology in this digital era, blended learning is confidently emerging. Blended learning is a term that describes traditional classroom learning and online learning as methods to create a student-centered, self-paced and flexible approach to student learning (Tang & Chaw, 2016). In other words, blended learning describes a partially digital environment in which conventional face to face class
Data Loading...
