Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review
Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review
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DOI：
10.1016/j.iheduc.2015.04.007
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发表时间：
2015-10-01
影响因子：
8.6
通讯作者：
Poon, W. L.
中科院分区：
文献类型：
--
作者：
Broadbent, J.;Poon, W. L.
随着在线课程注册人数的持续增加，有必要了解学生如何才能最好地应用自我调节学习策略，以在在线环境中取得学业成功。2014年12月对相关数据库进行了搜索，以寻找2004年至2014年12月发表的研究，考察在线高等教育环境下SRL策略与学业成绩的相关性。在12项研究中，时间管理策略、元认知策略、努力调节策略和批判性思维策略与学业成绩呈正相关，而排练、精加工和组织策略的实证支持最少。同伴学习有适度的积极作用，但其可信区间超过了零。尽管传统面对面情境中的成就贡献者似乎概括为在线情境，但这些影响似乎较弱，并表明(1)它们可能不那么有效，以及(2)其他目前未被探索的因素在在线情境中可能更重要。(C)2015 Elsevier Inc.保留所有权利。
As enrolments in online courses continue to increase, there is a need to understand how students can best apply self-regulated learning strategies to achieve academic success within the online environment. A search of relevant databases was conducted in December 2014 for studies published from 2004 to Dec 2014 examining SRL strategies as correlates of academic achievement in online higher education settings. From 12 studies, the strategies of time management, metacognition, effort regulation, and critical thinking were positively correlated with academic outcomes, whereas rehearsal, elaboration, and organisation had the least empirical support. Peer learning had a moderate positive effect, however its confidence intervals crossed zero. Although the contributors to achievement in traditional face-to-face settings appear to generalise to on-line context, these effects appear weaker and suggest that (1) they may be less effective, and (2) that other, currently unexplored factors may be more important in on-line contexts. (C) 2015 Elsevier Inc. All rights reserved.