Self-Regulated Learning and Technology-Enhanced Learning Environments in Higher Education: A Scoping Review

Abstract

This paper seeks to identify the characteristics of studies of self-regulated learning that consider the use of technology-enriched environments in higher education. To this end, a review was conducted of the scientific literature during the period 2015–2021 in various scientific databases. The analysis identified 42 research papers that met the inclusion and exclusion criteria. The results show that this topic has been gaining interest among researchers and the main strategies developed to self-regulate students in academic virtual environments. On the other hand, classical self-regulated learning models underpin most of the studies reviewed; Zimmermann’s approaches, or those derived from his work, are the most frequent. As regards the methodology adopted, the preferred focus is quantitative; the questionnaire is the most used for data collection. Most of the research was carried out with students studying for different university degrees; the most-analysed technology tools were LMS platforms.

The psychological construct of self-regulation in investigating foreign language learners in standard and online educational settings: Conclusions from a pilot study

“…The outcomes of the study imply that while language learnersmay be seen as activep articipants in educational processes, they require institutional support which could facilitate coping with the demands of new learning environments, particularlyinperiods of transition. Whilenumerous alternatives are available, this can simply be achieved through an adequate use of platforms such as Moodle, which Urbina et al (2021)consider to be aparadigmatic example of a tool which fostersSRdevelopment. As indicated by the results of the present pilot study, university studentsl earning foreign languages may particularlyb enefit from guidance in later stages of the SR cycle.…”

“…According to ac omprehensiver eview of studies into SRLL in technologyenhanced settings by Urbina et al (2021), capitalising on the findings of 42 research papersd iscussing the use of SR strategies in technology-enriched learning environmentsin higher education, growing attention has beendedicated to SRL in virtual environments. Accordingt ot he review, the most popular technological resources employed as SR facilitators include infographics, virtual learning and virtual realitye nvironments, QR codes, portfolios and intelligent tutoring systems.…”

La revisión sistemática en la investigación en Tecnología Educativa: observaciones y consejos

“…Implica explorar los tipos de resultados disponibles sobre el tema, examinar cómo se está realizando la investigación en ese tema, e identificar elementos, características y lagunas en la literatura (Munn et al, 2018). Un ejemplo es el estudio de Urbina et al (2021), que buscaba identificar las características de los estudios de autorregulación del aprendizaje que hacían uso de entornos de aprendizaje enriquecidos por tecnología en educación superior.…”

Como a Interface de Comunidades de Perguntas e Respostas Impacta na Aprendizagem?

“…Assim, as habilidades de autorregulac ¸ão são essenciais para a avaliac ¸ão de ambientes de aprendizagem não tradicionais como poderosos facilitadores da aprendizagem e para o uso de recursos, como ferramentas digitais e a Internet [Navarrete and Calvi 2009]. Nesse aspecto, elementos ou ambientes tecnológicos se tornam fatores que podem potencialmente favorecer a aprendizagem autorregulada [Urbina et al 2021].…”