Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges.
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| Title: | Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. |
|---|---|
| Authors: | Faza, Ahmad1, Lestari, Ilyana Agri2 |
| Source: | International Review of Research in Open & Distributed Learning. May2025, Vol. 26 Issue 2, p23-58. 36p. |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185313413 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Faza%2C+Ahmad%22">Faza, Ahmad</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Lestari%2C+Ilyana+Agri%22">Lestari, Ilyana Agri</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distributed+Learning%22">International Review of Research in Open & Distributed Learning</searchLink>. May2025, Vol. 26 Issue 2, p23-58. 36p. – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185313413 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.19173/irrodl.v26i2.8119 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 23 Titles: – TitleFull: Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Faza, Ahmad – PersonEntity: Name: NameFull: Lestari, Ilyana Agri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14923831 Numbering: – Type: volume Value: 26 – Type: issue Value: 2 Titles: – TitleFull: International Review of Research in Open & Distributed Learning Type: main |
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