Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review

By Jaclyn Broadbent, W. L. Poon. Internet and Higher Education, 2015

1,541 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fee55533cb93338c38757c6629283d196ff90397

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In Developmental and Educational Psychology

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Citations in the corpus

Comparing online and blended learner's self-regulated learning strategies and academic performance (2017, methodology): “In a bivariate context, time management has also been previously found as the strongest predictor of performance for online learners (Broadbent & Poon, 2015), and the second strongest predictor in University learners following effort regulation (Richardson et al. 2012).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, methodology): “Broadbent and Poon (2015) reviewed studies examining the relationship between nine SRL strategies (i.e., metacognition, time management, effort regulation, critical thinking, elaboration, rehearsal, organization, help seeking, and peer learning) and online academic success.”
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, result): “Similar results have also been reported elsewhere (e.g. Broadbent & Poon, 2015).”
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives (2021, background): “Previous research has established that SRL is an essential factor in HE learners’ achievement, satisfaction, and success in online learning contexts (Broadbent & Poon, 2015; Kuo et al., 2013).”
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “Prior work in online learning environments demonstrated improvements in academic achievement from applying SRL strategies, especially time management, metacognition, and effort regulation strategies (Azevedo & Aleven, 2013; Broadbent & Poon, 2015; Niemi, Nevgi, & Virtanen, 2003).”
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022, result): “Several and similar studies [16, 47, 48], showed the connection between self-assessment and self-regulated learning.”
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic (2021, background): “This was also advocated by Broadbent and Poon (2015) [51] who discussed about the importance of time management and perseverance for higher academic performance in an online context.”
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement (2018, background): “Importantly, the use of interventions based on self-regulated learning has shown in meta-analyses to positively impact students’ achievement (e.g. Broadbent & Poon, 2015; Richardson, Abraham, & Bond, 2012).”