Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges
DOI:
https://doi.org/10.19173/irrodl.v26i2.8119Keywords:
self-regulated learning strategies, self-directed learning strategies, educational technologies, systematic literature reviewAbstract
When students enter higher education, self-regulated learning (SRL) involving goal setting, planning, monitoring, and reflection is crucial for academic success. This study systematically reviews SRL strategies, supporting technologies, and their impacts, especially with the shift to online learning due to the COVID-19 pandemic. Following Kitchenham’s guidelines, 121 articles from ScienceDirect and Scopus were reviewed. Key SRL strategies include goal setting, cognitive and metacognitive processes, time management, self-reflection, help-seeking, and monitoring. Technologies such as learning management systems (LMS), massive open online courses (MOOCs), artificial intelligence (AI), collaborative platforms, and learning analytics support SRL by providing personalized feedback and facilitating autonomous learning. Benefits include improved performance, motivation, and engagement, while challenges involve limited access to digital resources, technical issues, resistance to change, and inadequate instructor training. Addressing these barriers is essential for optimizing SRL implementation, guiding future research and educational practice.
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