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- Vol 7 RE: Chapter 8
self-regulated learningonline higher educationtime managementmetacognitioneffort regulationcritical thinkingpeer learningacademic achievementJournal article Evidence summaryAt a glance
Broadbent and Poon systematically review studies linking self-regulated learning strategies with achievement in fully online higher education. Twelve studies met their criteria.
Key ideas
Time management, metacognition, effort regulation, and critical thinking showed the most consistent positive relationships with academic outcomes; rehearsal, elaboration, and organisation had weaker support. Peer learning showed a moderate positive association, but its confidence interval included zero. The authors caution that the small and varied evidence base limits firm causal conclusions and that relationships found in face-to-face settings may be weaker online. For educators and course designers, the review highlights the need to make planning, monitoring, persistence, and time use visible and teachable rather than assuming online learners will regulate themselves.
Why it matters
It also points toward designing prompts, schedules, progress cues, and support that help students sustain productive strategies.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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