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

The DOI matches its Crossref record; 46 of the 47 references it cites were found in a registry or an index.

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?

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
Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement.
(2009) · PubMed Central · Cited by 44,859
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
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
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
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
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
Multilevel analysis techniques and applications
Hox, J. J., Moerbeek, M., & van de Schoot, R. (2002) · Cited by 6,006
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
Handbook of Self-Regulation
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,453

Show all 47 references

Research works printed but not linked: 1

Serdyukov, 2013, Flying with clipped wings: are students independent in online college classes?, Journal of Research in Innovative Teaching, 6, 54

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
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
“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
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
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
“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
“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
“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
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
“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
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 583
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
“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
“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 443
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 365
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
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 338
“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., & Kester, L. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103771 · Cited by 367
“…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
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
“…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
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
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 333
“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
“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
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 299
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 273
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
“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 277
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 236
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 231
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
“…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 316
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
“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
“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
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
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 224
“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
“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 217
“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 264
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
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
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 203
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
“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 169
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
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
“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 157
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 173
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 178
“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
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 186
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
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
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
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 168
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 228
“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
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 146
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
“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
“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
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
“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
“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
“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 152
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
“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
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 170
“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 144
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 145
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 150
“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
“…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
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
“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 154
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
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
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
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 125
“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
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
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 123
“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
“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 123
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
The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic
Anthonysamy, L. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10518-y · Cited by 102
“(Broadbent & Poon, 2015).”
BackgroundInfluential
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
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
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 144
“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
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
“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
“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 111
“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
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 112
“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
“…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 99
“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
“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

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

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks