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Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

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Wong, Jacqueline, Baars, Martine, Davis, Dan, Van Der Zee, Tim, Houben, Geert-Jan, Paas, Fred·2019·International Journal of Human–Computer Interaction
DOI 10.1080/10447318.2018.1543084
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Abstract

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.

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  • Student behaviors in online learning environments can be significantly influenced by individual characteristics such as prior knowledge, gender, learning preferences, personal interests, and motivation.

    “As highlighted by Wong et al. (2018) in their comprehensive review, student behaviors in online learning environments can be significantly influenced by various individual characteristic, such as prior knowledge levels, gender, learning preferences, personal interests, and motivation.”

    From You have a notification: the role of push notifications in shaping students’ engagement, self-regulation and academic procrastination (2025) · cites this paper as Wong et al. (2018)

    Section 3.5.2 reports that prior knowledge and gender were associated with differences in learners’ responses to support, and concludes that human factors influence use of self-regulated learning strategies. Section 4 mentions interests and preferences as factors affecting learners’ needs, but the review does not establish a significant influence of each listed characteristic on student behavior; its reported analysis found no significant effect of initial motivation on transfer performance. (LLM, conf=0.82)

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Cited by

Sorted by citations

Authors
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.-J., & Paas, F.
Affiliations
  • Erasmus University Rotterdam (NL)
  • Delft University of Technology (NL)
  • Leiden University Graduate School of Teaching (ICLON), Leiden University, Leiden, The Netherlands
  • University of Wollongong (AU)
Corresponding author
Wong, Jacqueline
ORCID
Venue
International Journal of Human–Computer Interaction
Publisher
Informa UK Limited
Published
2018-11-15
Volume
35
Issue
4-5
Pages
356-373
ISSN
  • 1044-7318 (ISSN-L)
  • 1532-7590
DOI
10.1080/10447318.2018.1543084
OpenAlex
W2900823441
Cited by
631
References
5
Citations by year
2026: 56 · 2025: 75 · 2024: 109 · 2023: 122 · 2022: 113 · 2021: 83 · 2020: 60 · 2019: 13
FWCI
6.86
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Human-Computer Interaction (publishedVersion, cc-by-nc-nd)
  • Leiden Repository (Leiden University) (submittedVersion)
  • EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, other-oa)
  • Research Online (University of Wollongong) (submittedVersion)
  • RePub (Erasmus University Rotterdam) (submittedVersion, other-oa)
  • Figshare (submittedVersion)
  • Research Repository (Delft University of Technology) (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion, cc-by-nc-nd)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Funders
Leiden-Delft-Erasmus Centre for Education and Learning
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Online and Blended Learning
Keywords
student self-regulation, MOOCs, virtual learning environments, adaptive learning support, human factors, gender differences, cognitive ability, prior knowledge, learning analytics

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