A Meta-Analysis of Self-Regulated Learning Interventions and Learning Outcomes in Higher Education E-Learning Environments

Abstract

Through a systematic review of the literature, 36 empirical studies regarding self-regulated learning (SRL) interventions and learning outcomes in higher education e-learning environments were identified and meta-analyzed using15 years of data. Frequently studied interventions included providing SRL scaffolding, SRL training, or SRL training and scaffolding either as a precursor or as part of the learning environment or both. Scaffolding interventions were embedded as part of the learning environment and designed to guide learners to perform cognitive and metacognitive strategies such as task analysis, goal setting, and reflection during a learning activity. Training interventions, by contrast, involved instruction in the use of SRL strategies prior to beginning a learning activity, course or program. In some studies, both training and scaffolding SRL interventions were implemented. Information about the types of SRLinterventions including the means of measuring learning outcomes (more or less complex), instructional design characteristics and learning outcomes data for calculating effect sizes were extracted for the purposes of conducting this meta-analysis.