Tools designed to support self-regulated learning in online learning environments: A systematic review
Open accessAbstract
Self-regulated learning (SRL) is a crucial higher-order skill required by learners of the 21st century, who will need to become lifelong learners to adapt to the continually changing environments. Literature provides examples of tools for scaffolding SRL in online environments. In this article, we provide the state-of-the-art concerning tools that support SRL in terms of theoretical models underpinning development, supported SRL processes, tool functionalities, used data and visualizations. We reviewed 42 articles published between 2008 and 2020, including information from 25 tools designed to support SRL. Our findings indicate that: 1) many of the studies do not explicitly specify the SRL theoretical model used to guide the design process of the tool; 2) goal setting, monitoring, and self-evaluation are the most prevalent SRL processes supported through functionalities, such as content navigation, user input forms, collaboration features, and recommendations; 3) the relationship between tool functionalities and SRL processes are rarely described; and 4) few tools assess the impact on learners’ SRL process and learning performance. Finally, we highlight some lessons learned that might contribute to implementing future tools that support learners’ SRL processes.
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Qian, K., Liu, S., Li, T., Raković, M., Li, X., Guan, R., Molenaar, I., Nawaz, S., Swiecki, Z., Yan, L., et al. (2026) · Computers & Education · doi:10.1016/j.compedu.2025.105448 · Cited by 39 · see citing works
“In the theoretical model of SRL formulated by Winne and Hadwin (Winne, 1996; Winne and Hadwin, 1998; Alvarez et al., 2022), SRL consists of four phases: task definition, goal setting and planning, enactment of learning tactics and strategies, and adaptation.”
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“Empirical research suggests that students who integrate digital tools into their study routines in a deliberate manner exhibit stronger planning behaviors, greater metacognitive awareness, and more adaptive strategy use (Alvarez et al., 2022; Khalil et al., 2024; Mejeh et al., 2024).”
- Authors
- Alvarez, R. P., Jivet, I., Perez-Sanagustin, M., Scheffel, M., & Verbert, K.
- Affiliations
- Department of Business Computer Science, Universidad de Costa Rica, Puntarenas, Costa Rica
- Goethe University Frankfurt (DE)
- Institute de Recherce Informatique de Toulouse, Université de Toulouse, Toulouse, France
- Ruhr University Bochum (DE)
- KU Leuven (BE)
- Venue
- IEEE Transactions on Learning Technologies
- Published
- 2022-08-01
- Volume
- 15
- Issue
- 4
- Pages
- 508-522
- ISSN
- 1939-1382 (ISSN-L)
- 2372-0050
- OpenAlex
- W4290711772
- Cited by
- 81
- References
- 74
- Citations by year
- 2026: 24 · 2025: 21 · 2024: 21 · 2023: 14 · 2022: 1
- FWCI
- 2.92
- Type
- journal article
- Language
- en
- Open access
- green
- lirias.kuleuven.be
- Licence
- Locations
- IEEE Transactions on Learning Technologies (publishedVersion)
- Lirias (KU Leuven) (submittedVersion, other-oa)
- HAL (submittedVersion, other-oa)
- Funders
- FONDECYT (11150231)
- LALA (586120-EPP-1-2017-1-ES-EPPKA2-CBHEJP)
- CONICYT (2017/21170467)
- Fonds Wetenschappelijk Onderzoek (G0C9515N)
- KU Leuven Research Council (STG/14/019)
- ANR LASER (156322)
- PROF-XXI
- European Commission (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Keywords
- student self-regulation, virtual learning environments, learning support tools, scaffolding, goal setting, self-monitoring, self-assessment, tool design, learning performance, lifelong learning
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