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

Broadbent, J.; Poon, W.L.

doi:10.1016/j.iheduc.2015.04.007

Cited by 1,692Innovative Teaching and Learning MethodsOnline and Blended LearningEducational Strategies and Epistemologies

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

Broadbent, J., Poon, W.L.·2015·The Internet and Higher Education

DOI 10.1016/j.iheduc.2015.04.007

Open this paper in CoChat — free account

Integrity signals

Registry

Crossref · 10.1016/j.iheduc.2015.04.007

Cites

46 of 46 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Incorporating SRL techniques into educational technologies and establishing empirical evidence of their effectiveness are ongoing processes, demanding further research.
“However, incorporating SRL techniques into educational technologies and establishing empirical evidence of their effectiveness are ongoing processes, demanding further research to identify best practices and gather robust evidence on their impact on student learning outcomes (Broadbent & Poon, 2015).”
From Impact of AI assistance on student agency (2024) · cites this paper as Broadbent & Poon, 2015
Most SRL research has focused on the face-to-face context, and evidence suggests that these impacts might be decreased online.
“Furthermore, most SRL research has focused on the face-to-face context, and evidence suggests that these impacts might be decreased online, but without more rigorous study and documentation of varied pedagogical contexts, like modality, it is impossible to make this distinction (Broadbent & Poon, 2015).”
From The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy Through Guided Self-Reflection (2025) · cites this paper as Broadbent & Poon, 2015
There is a positive correlation between self-assessment, self-regulated learning (SRL), and self-efficacy strategies.
“e findings of these studies clearly showed that there is a positive correlation between self-assessment, self-regulated learning (SRL), and self-efficacy strategies.”
From Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education (2022) · cites this paper as [48]

Preferred Reporting Items for Systematic Reviews and Meta-Analyses: the PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & for the PRISMA Group (2009) · BMJ · doi:10.1136/bmj.b2535 · Cited by 83,823 · see citing works
Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement.
(2009) · PubMed Central · Cited by 44,859 · see citing works
Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group* (2009) · Annals of Internal Medicine · doi:10.7326/0003-4819-151-4-200908180-00135 · Cited by 37,554 · see citing works
Introduction to Meta‐Analysis
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009) · doi:10.1002/9780470743386 · Cited by 14,225 · see citing works
Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry
Flavell, J. H. (1979) · American Psychologist · doi:10.1037/0003-066x.34.10.906 · Cited by 11,282 · see citing works
Introduction to Meta‐Analysis
Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2021) · doi:10.1002/9781119558378 · Cited by 9,799 · see citing works
The file drawer problem and tolerance for null results.
Rosenthal, R. (1979) · Psychological Bulletin · doi:10.1037/0033-2909.86.3.638 · Cited by 9,068 · see citing works
Multilevel analysis techniques and applications
Hox, J. J., Moerbeek, M., & van de Schoot, R. (2002) · Cited by 6,005 · see citing works
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173 · see citing works
Handbook of Self-Regulation
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,439 · see citing works
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807 · see citing works
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
Zimmerman, B. J. (2008) · American Educational Research Journal · doi:10.3102/0002831207312909 · Cited by 3,735 · see citing works
Psychological correlates of university students’ academic performance: a systematic review and meta-analysis.
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646 · see citing works
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646 · see citing works
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269 · see citing works
Untitled work
(1991) · Cited by 3,259 · see citing works
Meta-Analysis: Recent Developments in Quantitative Methods for Literature Reviews
Rosenthal, R., & DiMatteo, M. R. (2001) · Annual Review of Psychology · doi:10.1146/annurev.psych.52.1.59 · Cited by 1,780 · see citing works
How to do a meta‐analysis
Field, A. P., & Gillett, R. (2010) · British Journal of Mathematical and Statistical Psychology · doi:10.1348/000711010x502733 · Cited by 1,162 · see citing works
The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature
Kuncel, N. R., Credé, M., & Thomas, L. L. (2005) · Review of Educational Research · doi:10.3102/00346543075001063 · Cited by 1,137 · see citing works
1. Foundations of Educational Theory for Online Learning
Ally, M. (2008) · Athabasca University Press eBooks · doi:10.15215/aupress/9781897425084.003 · Cited by 1,102 · see citing works
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
Dignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · cited 1× · see citing works
“Research has shown positive relationships between the use of SRL strategies and academic outcomes in traditional learning settings (Beishuizen & Steffens, 2011; Dignath & Buttner, 2008; Pintrich, 2004; Richardson et al., 2012; Zimmerman, 2008).”
Background
Let’s not forget: Learning analytics are about learning
Gašević, D., Dawson, S., & Siemens, G. (2015) · TechTrends · doi:10.1007/s11528-014-0822-x · Cited by 1,049 · see citing works
Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning
Wang, C.-H., Shannon, D., & Ross, M. E. (2013) · Distance Education · doi:10.1080/01587919.2013.835779 · Cited by 818 · see citing works
Online Technologies Self-Efficacy and Self-Regulated Learning as Predictors of Final Grade and Satisfaction in College-Level Online Courses
Puzziferro, M. (2008) · American Journal of Distance Education · doi:10.1080/08923640802039024 · Cited by 480 · see citing works
Theory and practice of online learning
van Bruggen, J. (2004) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.2005.00445_1.x · Cited by 479 · see citing works
Predictors for Student Success in an Online Course
Yükseltürk, E., & Bulut, S. (2007) · Cited by 445 · see citing works
Tracking student behavior, persistence, and achievement in online courses
Morris, L. V., Finnegan, C., & Wu, S.-S. (2005) · The Internet and Higher Education · doi:10.1016/j.iheduc.2005.06.009 · Cited by 424 · see citing works
Procrastination, participation, and performance in online learning environments
Michinov, N., Brunot, S., Bohec, O. L., Juhel, J., & Delaval, M. (2010) · Computers & Education · doi:10.1016/j.compedu.2010.07.025 · Cited by 394 · see citing works
Self-regulation in online learning
Cho, M.-H., & Shen, D. (2013) · Distance Education · doi:10.1080/01587919.2013.835770 · Cited by 380 · see citing works
Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning
Artino, A. R., & Jones, K. D. (2012) · The Internet and Higher Education · doi:10.1016/j.iheduc.2012.01.006 · Cited by 356 · see citing works
The role of feedback and self-efficacy on web-based learning: The social cognitive perspective
Wang, S., & Wu, P.-Y. (2008) · Computers & Education · doi:10.1016/j.compedu.2008.03.004 · Cited by 327 · see citing works
Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes
van den Boom, G., Paas, F., & van Merriënboer, J. J. G. (2007) · Learning and Instruction · doi:10.1016/j.learninstruc.2007.09.003 · Cited by 232 · see citing works
The Online Delivery of Psychology Courses: Attrition, Performance, and Evaluation
Waschull, S. B. (2001) · Teaching of Psychology · doi:10.1207/s15328023top2802_15 · Cited by 182 · see citing works
Procrastination in a distance university setting
Klingsieck, K. B., Fries, S., Horz, C., & Hofer, M. (2012) · Distance Education · doi:10.1080/01587919.2012.723165 · Cited by 136 · see citing works
Enhancing web‐based language learning through self‐monitoring
Chang, M.-M. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00203.x · Cited by 132 · see citing works
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males
Effeney, G., Carroll, A., & Bahr, N. (2013) · QUT ePrints (Queensland University of Technology) · Cited by 113 · see citing works
Self-Regulated Learning in Technology Enhanced Learning Environments
Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-654-0 · Cited by 110 · see citing works
Technology, trainees, metacognitive activity and e‐learning effectiveness
Johnson, R. D., Gueutal, H. G., & Falbe, C. M. (2009) · Journal of Managerial Psychology · doi:10.1108/02683940910974125 · Cited by 103 · see citing works
A Conceptual Framework for Research on Self-Regulated Learning
Beishuizen, J. J., & Steffens, K. (2011) · SensePublishers eBooks · doi:10.1007/978-94-6091-654-0_1 · Cited by 94 · see citing works
Patterns of Student Enrolment and Attrition in Australian Open Access Online Education: A Preliminary Case Study
Greenland, S. J., & Moore, C. (2014) · Open Praxis · doi:10.5944/openpraxis.6.1.95 · Cited by 84 · see citing works
Beyond Grades in Online Learning: Adaptive Profiles of Academic Self-Regulation Among Naval Academy Undergraduates
Artino, A. R., & Stephens, J. M. (2009) · Journal of Advanced Academics · doi:10.1177/1932202x0902000402 · Cited by 74 · see citing works
Email, Self-Regulation, Self-Efficacy, and Achievement in a College Online Mathematics Course
Hodges, C. B., & Kim, C. (2010) · Journal of Educational Computing Research · doi:10.2190/ec.43.2.d · Cited by 60 · see citing works
Learning strategies in web-supported collaborative project
ChanLin, L. (2012) · Innovations in Education and Teaching International · doi:10.1080/14703297.2012.703016 · Cited by 51 · see citing works
THE EFFECT OF ACADEMIC DISCIPLINE AND GENDER DIFFERENCE ON TAIWANESE COLLEGE STUDENTS' LEARNING STYLES AND STRATEGIES IN WEB-BASED LEARNING ENVIRONMENTS
Ku, D. T., & Chang, C.-S. (2011) · Tamkang University Institutional Repository (TKUIR) · Cited by 45 · see citing works
Effects of Self-Monitoring on Web-Based Language Learner's Performance and Motivation
Chang, M.-M. (2010) · CALICO Journal · doi:10.11139/cj.27.2.298-310 · Cited by 44 · see citing works
Predicting Student Success from the Lassi for Learning Online (LLO)
Carson, A. D. (2011) · Journal of Educational Computing Research · doi:10.2190/ec.45.4.b · Cited by 34 · see citing works

Flagged first, then by citations

1 of the 47 references couldn’t be matched to a known paper.

Sorted by citations

Mapping research in student engagement and educational technology in higher education: a systematic evidence map
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0176-8 · Cited by 1,097 · see citing works
Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.10.001 · Cited by 1,003 · see citing works
“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).”
Background
The current landscape of learning analytics in higher education
Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.07.027 · Cited by 766 · see citing works
The Challenges of Online Learning: Supporting and Engaging the Isolated Learner
Gillett‐Swan, J. K. (2017) · Journal of Learning Design · doi:10.5204/jld.v9i3.293 · Cited by 751 · see citing works
Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses
Panadero, E., Jonsson, A., & Botella, J. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.08.004 · Cited by 712 · see citing works
“Similar results have also been reported elsewhere (e.g. Broadbent & Poon, 2015).”
Result
Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines
Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021) · Medical Science Educator · doi:10.1007/s40670-021-01231-z · Cited by 760 · see citing works
“To achieve academic success, students need to be guided in developing self-regulated learning strategies, which include time management, metacognition, critical thinking, and effort regulation [42].”
Background
Comparing online and blended learner's self-regulated learning strategies and academic performance
Broadbent, J. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.01.004 · Cited by 679 · see citing works
“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).”
BackgroundMethodResultInfluentialSelf-citation
Impact of AI assistance on student agency
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D., & Siemens, G. (2024) · Computers & Education · doi:10.1016/j.compedu.2023.104967 · Cited by 548 · see citing works
Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic
Pather, N., Blyth, P., Chapman, J. A., Dayal, M., Flack, N. A. M. S., Fogg, Q. A., Green, R. A., Hulme, A. K., Johnson, I., Meyer, A. J., et al. (2020) · Anatomical Sciences Education · doi:10.1002/ase.1968 · Cited by 501 · see citing works
“Communication of expectations, as well as simple guidance on managing the online space is of great importance and can make a positive impact on learning (Broadbent and Poon, 2015).”
Background
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis
Theobald, M. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101976 · Cited by 478 · see citing works
Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam
Pham, L. K., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-019-0136-3 · Cited by 525 · see citing works
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F. (2019) · International Journal of Human–Computer Interaction · doi:10.1080/10447318.2018.1543084 · Cited by 631 · see citing works
“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.”
BackgroundMethod
Artificial Intelligence for Assessment and Feedback to Enhance Student Success in Higher Education
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022) · Mathematical Problems in Engineering · doi:10.1155/2022/5215722 · Cited by 444 · see citing works
“Several and similar studies [16, 47, 48], showed the connection between self-assessment and self-regulated learning.”
Result
The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*
Eom, S. B., & Ashill, N. J. (2016) · Decision Sciences Journal of Innovative Education · doi:10.1111/dsji.12097 · Cited by 408 · see citing works
Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender
Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. E. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.08.018 · Cited by 328 · see citing works
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019) · Educational Research Review · doi:10.1016/j.edurev.2019.100292 · Cited by 310 · see citing works
Mining theory-based patterns from Big data: Identifying self-regulated learning strategies in Massive Open Online Courses
Maldonado‐Mahauad, J., Pérez‐Sanagustín, M., Kizilcec, R. F., Morales, N., & Muñoz-Gama, J. (2017) · Computers in Human Behavior · doi:10.1016/j.chb.2017.11.011 · Cited by 301 · see citing works
“Help seeking in online environments is generally related to looking for human help through forums, chats or other online communication mechanisms (Broadbent & Poon, 2015).”
Background
Supporting learners' self-regulated learning in Massive Open Online Courses
Jansen, R. S., van Leeuwen, A., Janssen, J. J. H. M., Conijn, R., & Liesbeth Kester, A. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103771 · Cited by 299 · see citing works
“…achievement and SRL and course outcomes are significant and positive across educational levels (Boer, Donker-Bergstra, Kostons, & Korpershoek, 2013; Broadbent & Poon, 2015; Dignath, Buettner, & Langfeldt, 2008; Dignath & Büttner, 2008; Sitzmann & Ely, 2011): when learners engage more in SRL, their…”
Background
Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown
Hong, J., Lee, Y., & Ye, J. (2021) · Personality and Individual Differences · doi:10.1016/j.paid.2021.110673 · Cited by 283 · see citing works
Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study
Yan, L., Whitelock‐Wainwright, A., Guan, Q., Wen, G., Gašević, D., & Chen, G. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13102 · Cited by 278 · see citing works
“…to use various online learning functions, maintain engagement in synchronous online learning, develop and execute self- regulated learning plans, and engage in meaningful peer interactions during online learning (Barbour, 2013; Broadbent & Poon, 2015; Huffaker & Calvert, 2003; Wang et al., 2013).”
Background
Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence
Pelikan, E. R., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-021-01002-x · Cited by 313 · see citing works
Online teaching and learning in higher education: Lessons learned in crisis situations
Hofer, S. I., Nistor, N., & Scheibenzuber, C. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106789 · Cited by 257 · see citing works
Foundations of online learning: Challenges and opportunities
Greenhow, C. M., Graham, C. R., & Koehler, M. J. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2090364 · Cited by 289 · see citing works
“Researchers have studied how different types of learners develop self-regulation and co-regulation skills for online learning (e.g., Broadbent & Poon, 2015; Hadwin et al., 2018), but questions remain such as: what are the potential (and challenges) for online communities in terms of fostering…”
Background
Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation
Blau, I., & Shamir‐Inbal, T. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.07.014 · Cited by 227 · see citing works
“Because of the variety of SRL strategies needed for successful learning in digital environments, such as open-ended hypertext or collaborative learning spaces, traditional conceptions of technology-enhanced learning have to be re-designed (Azevedo, 2005; Broadbent & Poon, 2015).”
Background
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic
Biwer, F., Wiradhany, W., oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & de Bruin, A. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.642593 · Cited by 226 · see citing works
Contextual facilitators for learning activities involving technology in higher education: The C♭-model
Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106794 · Cited by 264 · see citing works
Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID‐19
Zhang, L., Carter, R. A., Qian, X., Yang, S., Rujimora, J., & Wen, S. (2022) · British Journal of Educational Technology · doi:10.1111/bjet.13191 · Cited by 251 · see citing works
Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education
García‐Peñalvo, F. J. (2021) · Sustainability · doi:10.3390/su13042023 · Cited by 249 · see citing works
“In the case of universities, analogously to the rest of the domains, it is necessary to face a crucial digital transformation of the institutional model [7–10].”
Background
Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review
Anthonysamy, L., Koo, A. C., & Hew, S.-H. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10134-2 · Cited by 200 · see citing works
Students' engagement characteristics predict success and completion of online courses
Soffer, T., & Cohen, A. (2019) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12340 · Cited by 199 · see citing works
Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning
Dörrenbächer‐Ulrich, L., & Perels, F. (2016) · Learning and Individual Differences · doi:10.1016/j.lindif.2016.09.015 · Cited by 205 · see citing works
Effects of real-time analytics-based personalized scaffolds on students’ self-regulated learning
Lim, L., Bannert, M., van der Graaf, J., Singh, S., Fan, Y., Surendrannair, S., Rakovic, M., Molenaar, I., Moore, J., & Gašević, D. (2023) · Computers in Human Behavior · doi:10.1016/j.chb.2022.107547 · Cited by 198 · see citing works
“…their learning (production deficit, Flavell et al., 1966; Veenman et al., 2005; dysregulated learning, Azevedo & Feyzi-Behnagh, 2011), which is exacerbated by challenges in monitoring and controlling learning in computer-based learning environments (Azevedo, 2005; Broadbent & Poon, 2015).”
Background
Enhancing self‐regulated learning and learning experience in generative AI environments: The critical role of metacognitive support
Xu, X., Qiao, L., Cheng, N., Liu, H., & Zhao, W. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13599 · Cited by 284 · see citing works
Systematic literature review on self-regulated learning in massive open online courses
Lee, D., Watson, S. L., & Watson, W. R. (2018) · Australasian Journal of Educational Technology · doi:10.14742/ajet.3749 · Cited by 192 · see citing works
“This finding is supported by the results of a review study on SRL in online higher education settings showing that time management was positively related to academic performances (Broadbent & Poon, 2015).”
MethodResultInfluential
Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0407-8 · Cited by 190 · see citing works
“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).”
BackgroundSelf-citation
The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning
Cho, M., Kim, Y. A., & Choi, D. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.04.001 · Cited by 190 · see citing works
Research trends in measurement and intervention tools for self-regulated learning for e-learning environments—systematic review (2008–2018)
Araka, E., Maina, E. M., Gitonga, R., & Oboko, R. O. (2020) · Research and Practice in Technology Enhanced Learning · doi:10.1186/s41039-020-00129-5 · Cited by 174 · see citing works
Adopting HyFlex in higher education in response to COVID-19: students’ perspectives
Kohnke, L., & Moorhouse, B. L. (2021) · Open Learning The Journal of Open Distance and e-Learning · doi:10.1080/02680513.2021.1906641 · Cited by 174 · see citing works
“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).”
Background
Examining students' confidence to learn online, self-regulation skills and perceptions of satisfaction and usefulness of online classes
Landrum, B. (2020) · Online Learning · doi:10.24059/olj.v24i3.2066 · Cited by 168 · see citing works
“Furthermore, selfregulation skills were positively correlated with academic outcomes (Broadbent & Poon, 2015), positive attitudes towards online learning and perceived usefulness of collaborative online learning activities (Su, Li, Liang, & Tsai, 2018).”
Background
Equity in online learning
Tate, T. P., & Warschauer, M. (2022) · Educational Psychologist · doi:10.1080/00461520.2022.2062597 · Cited by 167 · see citing works
“Peers provide another layer of social resources and support, but online classes significantly reduce opportunities for casual resource sharing and interaction (Broadbent & Poon, 2015).”
Background
Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review
Xu, Z., Zhao, Y., Liew, J., Zhou, X., & Kogut, A. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100510 · Cited by 167 · see citing works
From students with love: An empirical study on learner goals, self-regulated learning and sense-making of learning analytics in higher education
Jivet, I., Scheffel, M., Schmitz, M., Robbers, S., Specht, M. M., & Drachsler, H. (2020) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100758 · Cited by 172 · see citing works
Interventions to promote learners’ intercultural competence: A meta-analysis
Zhang, X., & Zhou, M. (2019) · International Journal of Intercultural Relations · doi:10.1016/j.ijintrel.2019.04.006 · Cited by 156 · see citing works
The flipped classroom: supporting a diverse group of students in their learning
Goedhart, N. S., Westrhenen, N. B.-V., Möser, C., & Zweekhorst, M. B. M. (2019) · Learning Environments Research · doi:10.1007/s10984-019-09281-2 · Cited by 175 · see citing works
Profiles in self-regulated learning and their correlates for online and blended learning students
Broadbent, J., & Fuller‐Tyszkiewicz, M. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9595-9 · Cited by 165 · see citing works
“Use of these strategies assist learners to acquire and retain knowledge, and such strategies have been found to predict academic achievement in both traditional (Richardson et al. 2012) and online learning environments (Broadbent and Poon 2015).”
BackgroundResultInfluentialSelf-citation
A System's View of E‐Learning Success Model
Eom, S. B., & Ashill, N. J. (2018) · Decision Sciences Journal of Innovative Education · doi:10.1111/dsji.12144 · Cited by 154 · see citing works
Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts
Wang, C., Hsu, H.-C. K., Bonem, E. M., Moss, J. D., Yu, S., Nelson, D. B., & Levesque-Bristol, C. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.01.034 · Cited by 155 · see citing works
Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization
Mittelmeier, J., Rienties, B., Gunter, A., & Raghuram, P. (2020) · Journal of Studies in International Education · doi:10.1177/1028315320906176 · Cited by 145 · see citing works
“Similarly, online distance learning often incorporates a variety of synchronous and asynchronous peer learning methods (Broadbent & Poon, 2015; Martin et al., 2017), which provide students opportunities for intercultural exchange across geographic borders.”
Background
Predictive power of regularity of pre-class activities in a flipped classroom
Jovanović, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.02.011 · Cited by 149 · see citing works
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Resnik, P., & Dewaele, J. (2021) · Applied Linguistics Review · doi:10.1515/applirev-2020-0096 · Cited by 143 · see citing works
Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges
DeCoito, I., & Estaiteyeh, M. (2022) · Journal of Science Education and Technology · doi:10.1007/s10956-022-09958-z · Cited by 140 · see citing works
“These strategies have significant positive correlations with academic success in online settings (Broadbent & Poon, 2015).”
Background
The role of learners’ competencies in artificial intelligence education
Sanusi, I. T., Olaleye, S. A., Agbo, F. J., & Chiu, T. K. F. (2022) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2022.100098 · Cited by 139 · see citing works
Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies
Wei, X., Saab, N., & Admiraal, W. (2022) · The Internet and Higher Education · doi:10.1016/j.iheduc.2022.100880 · Cited by 137 · see citing works
Exploring sequences of learner activities in relation to self-regulated learning in a massive open online course
Wong, J., Khalil, M., Baars, M., de Koning, B. B., & PAAS, F. G. W. C. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103595 · Cited by 136 · see citing works
The Role of e-Learning Materials in Enhancing Teaching and Learning Behaviors
Alenezi, A. (2020) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2020.10.1.1338 · Cited by 136 · see citing works
What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance
Li, J., Ye, H., Tang, Y., Zhou, Z., & Hu, X. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02434 · Cited by 136 · see citing works
Using clickstream data to measure, understand, and support self-regulated learning in online courses
Li, Q., Baker, R. B., & Warschauer, M. (2020) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100727 · Cited by 140 · see citing works
A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2022) · Behaviour and Information Technology · doi:10.1080/0144929x.2022.2151935 · Cited by 197 · see citing works
“Broadbent and Poon (2015) investigated whether SRL strategies correlated with academic achievement in online higher education settings by examining articles published from 2004 to 2014.”
BackgroundResultInfluential
Self-regulation of learning and MOOC retention
Abaitua, C. R., Aznárez‐Sanado, M., & Mendoza, G. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106423 · Cited by 131 · see citing works
A latent profile analysis of adult students’ online self-regulation in blended learning environments
Vanslambrouck, S., Zhu, C., Pynoo, B., Lombaerts, K., Tondeur, J., & Scherer, R. (2019) · Computers in Human Behavior · doi:10.1016/j.chb.2019.05.021 · Cited by 135 · see citing works
Factors Influencing Learners’ Self –Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment
Albelbisi, N. A., & Yusop, F. D. (2019) · Turkish Online Journal of Distance Education · doi:10.17718/tojde.598191 · Cited by 129 · see citing works
“Broadbent and Poon (2015) indicated that highly self-regulated learners exhibit effective positive motivation and self-efficiency with respect to their own learning processes through such activities as selecting learning content, identifying learning goals, and organizing and controlling their learning processes.”
BackgroundInfluential
Analytics of time management strategies in a flipped classroom
Ahmad Uzir, N., Gašević, D., Matcha, W., Jovanović, J., & Pardo, A. (2020) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12392 · Cited by 129 · see citing works
“It makes use of trace data to reveal individual differences in time management tactics and strategies and how these relate to the students’ learning achievements (Broadbent & Poon, 2015), especially in flipped classroom setting.”
Background
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC
Kim, D., Jung, E., Yoon, M., Chang, Y., Park, S., Kim, D., & Demir, F. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104171 · Cited by 135 · see citing works
Recommending Self-Regulated Learning Strategies Does Not Improve Performance in a MOOC
Kizilcec, R. F., Pérez‐Sanagustín, M., & Maldonado‐Mahauad, J. (2016) · ACM Conference on Learning @ Scale (L@S) · doi:10.1145/2876034.2893378 · Cited by 127 · see citing works
“This is consistent with prior work on SRL in online learning [4].”
BackgroundResultInfluential
Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment
Zheng, B., & Zhang, Y. (2020) · BMC Medical Education · doi:10.1186/s12909-020-02023-6 · Cited by 135 · see citing works
“This is perhaps because, by its very nature, this strategy focuses on surface-level learning [22, 23].”
Background
Explainable AI for data-driven feedback and intelligent action recommendations to support students self-regulation
Afzaal, M., Nouri, J., Zia, A., Papapetrou, P., Fors, U., Wu, Y., Li, X., & Weegar, R. (2021) · Frontiers in Artificial Intelligence · doi:10.3389/frai.2021.723447 · Cited by 125 · see citing works
“In the existing literature, numerous studies focused on the bene ﬁ ts of SRL in students ’ academic performance by making their learning process more autonomous (Broadbent and Poon 2015; Kizilcec et al., 2017; Fincham et al., 2018; Rienties et al., 2019).”
Background
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success
Jovanović, J., Saqr, M., Joksimovíc, S., & Gašević, D. (2021) · Computers & Education · doi:10.1016/j.compedu.2021.104251 · Cited by 141 · see citing works
Supporting self-regulated learning with learning analytics interventions – a systematic literature review
Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11281-4 · Cited by 124 · see citing works
“Empirical studies have continuously demonstrated that students do not use efficient self-regulating strategies when learning in virtual environments (Akyildiz & Kaya, 2021; Azevedo et al., 2019; Broadbent & Poon, 2015; Pedrotti & Nistor, 2019).”
Background
Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea
Kim, D., Yoon, M., Jo, I.-H., & Branch, R. M. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.08.023 · Cited by 151 · see citing works
Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications
Zhang, R., & Zou, D. (2022) · Computer Assisted Language Learning · doi:10.1080/09588221.2022.2055081 · Cited by 157 · see citing works
“The second is Planning, which concerns arranging the content, number, and sequence of learning tasks (Broadbent & Poon, 2015; Effeney et al., 2013).”
BackgroundInfluential
Temporally-focused analytics of self-regulated learning: A systematic review of literature
Saint, J., Fan, Y., Gašević, D., & Pardo, A. (2022) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2022.100060 · Cited by 133 · see citing works
Effects of GenAI-empowered interactive support on university EFL students' self-regulated strategy use and engagement in reading
Pan, M., Lai, C., & Guo, K. (2024) · The Internet and Higher Education · doi:10.1016/j.iheduc.2024.100991 · Cited by 136 · see citing works
Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic
Limniou, M., Varga‐Atkins, T., Hands, C., & Elshamaa, M. (2021) · Education Sciences · doi:10.3390/educsci11070361 · Cited by 118 · see citing works
“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.”
Background
The Relationships Between Self-Efficacy, Task Value, and Self-Regulated Learning Strategies in Massive Open Online Courses
Lee, D., Watson, S. L., & Watson, W. R. (2020) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v20i5.4389 · Cited by 124 · see citing works
“…review of literature on SRL in online higher education settings published from 2004 to 2014, it was identified that SRL strategies, specifically time management, metacognition, effort regulation, and critical thinking, were positively correlated with academic outcomes (Broadbent & Poon, 2015).”
A systematic review of online learning programs for nurse preceptors
Wu, X. V., Chan, Y. S., Tan, K. H. S., & Wang, W. (2017) · Nurse Education Today · doi:10.1016/j.nedt.2017.09.010 · Cited by 116 · see citing works
A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA
Su, C.-H., & Cheng, T.-W. (2019) · Sustainability · doi:10.3390/su11041027 · Cited by 115 · see citing works
“Future research should use actual students’ online results, rather than the online scores reported by students, in order to eliminate social bias [54].”
Examining the critical role of evaluation and adaptation in self-regulated learning
Raković, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.102027 · Cited by 114 · see citing works
Comparing student performance in blended and traditional courses: Does prior academic achievement matter?
Asarta, C. J., & Schmidt, J. R. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2016.08.002 · Cited by 120 · see citing works
How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners
Broadbent, J., Sharman, S. J., Panadero, E., & Fuller‐Tyszkiewicz, M. (2021) · The Internet and Higher Education · doi:10.1016/j.iheduc.2021.100805 · Cited by 131 · see citing works
Self-citation
Applying a web-based training to foster self-regulated learning — Effects of an intervention for large numbers of participants
Bellhäuser, H., Lösch, T., Winter, C., & Schmitz, B. (2016) · The Internet and Higher Education · doi:10.1016/j.iheduc.2016.07.002 · Cited by 109 · see citing works
Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle
Cerezo, R., Esteban, M., Sánchez‐Santillán, M., & Núñez, J. C. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.01403 · Cited by 115 · see citing works
“Meanwhile, Broadbent and Poon (2015) carried out a useful literature review of SRL strategies and academic achievement in online learning environments emphasizing the association of optimal time management and academic success in almost all research reviewed.”
Background
Investigating prompts for supporting students' self-regulation – A remaining challenge for learning analytics approaches?
Schumacher, C., & Ifenthaler, D. (2021) · The Internet and Higher Education · doi:10.1016/j.iheduc.2020.100791 · Cited by 109 · see citing works
The benefits and caveats of using clickstream data to understand student self-regulatory behaviors: opening the black box of learning processes
Baker, R. B., Xu, D., Park, J., Yu, R., Li, Q., Cung, B., Fischer, C., Rodriguez, F., Warschauer, M., & Smyth, P. (2020) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-020-00187-1 · Cited by 110 · see citing works
An empirical examination of the effect of self-regulation and the Unified Theory of Acceptance and Use of Technology (UTAUT) factors on the online learning behavioural intention of college students
Chen, P., & Hwang, G. (2019) · Asia Pacific Journal of Education · doi:10.1080/02188791.2019.1575184 · Cited by 107 · see citing works
“From the social cognitive perspective, Self-Regulated Learning (SRL) can be viewed as the interactions between personal, behavioural, and environmental factors during the learning process, which requires motivation, cognitive and metacognitive strategies (Bandura, 1993; Broadbent & Poon, 2015).”
Background
Facilitating goal setting and planning to enhance online self-regulation of learning
Wong, J., Baars, M., He, M., de Koning, B. B., & PAAS, F. G. W. C. (2021) · Computers in Human Behavior · doi:10.1016/j.chb.2021.106913 · Cited by 119 · see citing works
“Research shows that engaging in strategies related to SRL, such as goal setting, strategic planning, time-management, and effort regulation, positively influences success in online learning environments (Broadbent & Poon, 2015; Kizilcec, P ´ erez-Sanagustín, & Maldonado, 2017).”
Background
Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement?
Bernacki, M. L., Vosicka, L., & Utz, J. C. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000405 · Cited by 112 · see citing works
Early prediction of undergraduate Student's academic performance in completely online learning: A five-year study
Bravo, J., Martínez, S. J. R., & Pamplona, S. (2020) · Computers in Human Behavior · doi:10.1016/j.chb.2020.106595 · Cited by 102 · see citing works
How am I going and where to next? Elaborated online feedback improves university students' self-regulated learning and performance
Theobald, M., & Bellhäuser, H. (2022) · The Internet and Higher Education · doi:10.1016/j.iheduc.2022.100872 · Cited by 111 · see citing works
Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.792422 · Cited by 100 · see citing works
The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement
Fu-hai, A., Xi, L., & Yu, J. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11959-3 · Cited by 132 · see citing works
“Self-regulated learning ability of learners helps to improve individual’s academic performance and further academic achievement (Van Den Hurk, 2006; Mega et al., 2014 ; Broadbent & Poon, 2015 ).”
The Costs of Online Learning: Examining Differences in Motivation and Academic Outcomes in Online and Face-to-Face Community College Developmental Mathematics Courses
Francis, M. K., Wormington, S. V., & Hulleman, C. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02054 · Cited by 96 · see citing works
From anxiety to action: exploring the impact of artificial intelligence anxiety and artificial intelligence self-efficacy on motivated learning of undergraduate students
Chen, C., Hu, W., & Wei, X. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2440877 · Cited by 116 · see citing works
“In the edu - cational context, students ’ self-efficacy can influence their motivation to learn, the choice of learning strategies, and academic achievement (Broadbent & Poon, 2015; Cheung, 2015; Wang et al., 2013).”
Effects of self-regulation scaffolding on online participation and learning outcomes
Song, D., & Kim, D. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2020.1767525 · Cited by 95 · see citing works
“Given the report that learners ’ self-regulated learning strategies typically predict their academic achievement (Broadbent & Poon, 2015), it may need some time for learners to utilize their self-regulated learning strategies after perceiving their improved skill levels.”
Background
Self-regulated learning in MOOCs: lessons learned from a literature review
Alonso-Mencía, M. E., Alario‐Hoyos, C., Maldonado‐Mahauad, J., Ayres, I. E., Pérez‐Sanagustín, M., & Kloos, C. D. (2019) · Educational Review · doi:10.1080/00131911.2019.1566208 · Cited by 103 · see citing works
“Regarding online contexts, Broadbent and Poon (2015) stated that the correlation between SRL strategies and learning outcomes in face-to-face environments also applies to online environments. Nonetheless, the effects of traditionally useful SRL strategies, such as elaboration, appear not to be as effective in online e…”
Background
Designing supports for promoting self-regulated learning in the flipped classroom
Yoon, M., Hill, J. R., & Kim, D. (2021) · Journal of Computing in Higher Education · doi:10.1007/s12528-021-09269-z · Cited by 95 · see citing works
Students’ interaction patterns in different online learning activities and their relationship with motivation, self-regulated learning strategy and learning performance
Çebi, A., & Güyer, T. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10151-1 · Cited by 102 · see citing works
“There are many studies in the literature that examine the effect of SRL strategies on academic performance in online or blended learning environments (Broadbent 2017; Broadbent and Poon 2015).”
Background
Self-regulation in three types of online interaction: a scale development
Cho, M., & Cho, Y. (2017) · Distance Education · doi:10.1080/01587919.2017.1299563 · Cited by 92 · see citing works
“…employing the traditional concept of SR in online learning environments may limit SR research to examining SR only in interaction between student and content even though online learning settings encompass diverse types of interaction (Broadbent & Poon, 2015; Cho & Jonassen, 2009; Cho & Kim, 2013).”
BackgroundInfluential
Turn up, tune in, don’t drop out: the relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study
Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. P. M. (2018) · Higher Education · doi:10.1007/s10734-018-0320-8 · Cited by 92 · see citing works
“Effective self-regulated learning has been shown to be a reliable predictor of better academic achievement both in traditional (Dent and Koenka 2016; Richardson et al. 2012) and online educational settings (Broadbent and Poon 2015).”
Background
Autorregulación del aprendizaje en la educación superior en Iberoamérica: una revisión sistemática
Barrios, A. H., & Uribe, Á. C. (2017) · Revista Latinoamericana de Psicología · doi:10.1016/j.rlp.2017.01.001 · Cited by 91 · see citing works
“Otra revisión sistemática (Broadbent & Poon, 2015) analiza la evidencia de la ARA en educación superior en modalidad virtual en estudios publicados en revistas de habla inglesa.”
Background
Educational Theories and Learning Analytics: From Data to Knowledge
Wong, J., Baars, M., de Koning, B. B., van der Zee, T., Davis, D., Khalil, M., Houben, G., & PAAS, F. G. W. C. (2019) · Springer eBooks · doi:10.1007/978-3-319-64792-0_1 · Cited by 90 · see citing works

A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education
Cheng, Z., Zhang, Z., Xu, Q., Maeda, Y., & Gu, P. (2023) · Journal of Computing in Higher Education · doi:10.1007/s12528-023-09390-1 · Cited by 53 · see citing works
Self-regulated learning and academic achievement in higher education online learning environment: A systematic review and meta-analysisPreprint
Juhaňák, L., Plch, L., Zounek, J., & Brücknerová, K. (2021) · doi:10.17605/osf.io/pxg4j
Self-regulated Learning Strategies in Online Higher Education
Broadbent, J. (2021) · Figshare
Self-citation
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments
Zhao, Y., Li, Y., Ma, S., Xu, Z., & Zhang, B. (2025) · Computers & Education · doi:10.1016/j.compedu.2025.105279 · Cited by 53 · see citing works
The effects of design strategies for promoting students' selfregulated learning skills on students' self-regulation and achievements in online learning environments. Paper presented at the
Cho, M.-H. (2004)

Authors: Broadbent, J., & Poon, W. L.
Affiliations: Deakin University (AU)
Corresponding author: Broadbent, J.
ORCID: Broadbent, J.
Venue: The Internet and Higher Education
Publisher: Elsevier BV
Published: 2015-10
Volume: 27
Pages: 1-13
ISSN: 1096-7516 (ISSN-L)
DOI: 10.1016/j.iheduc.2015.04.007
OpenAlex: W2046127588
Cited by: 1,692
References: 47
Citations by year: 2026: 265 · 2025: 213 · 2024: 198 · 2023: 183 · 2022: 228 · 2021: 196 · 2020: 151 · 2019: 123 · 2018: 65 · 2017: 43 · 2016: 24 · 2015: 3
FWCI: 9.48
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: The Internet and Higher Education (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Online and Blended Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords: student self-regulation, academic performance, online higher education, virtual learning environments, time management, metacognition, effort regulation, critical thinking, rehearsal, elaboration, organizations, peer learning, student learning strategies

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

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

Integrity signals

Claims the paper makes

Claims other papers make about this one

Cites

Cited by

Related

Record

About these checks