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Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review

机译：高等教育中的自我监管的学习策略和非学术成果混合学习环境：一十年的审查

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Although university students use their digital devices for almost everything, current studies shows that students have difficulties with digital learning because they lack in self-regulated skills which in return lead to low performance. Self-regulated learning strategies (SRLS) are used assist students to learn efficiently. While many researchers have investigated SRLS towards academic outcomes such as grades, little is known about the use of SRLS towards non-academic outcomes that are also essential to assist university students' learning progression. Hence, there is a need to understand how best to utilise SRLS to drive positive non-academic outcomes in digital learning within a blended learning environment. The systematic review methodology follows PRISMA guidelines to explore the current literature. Different sources were searched using predefined search items. A total of 239 retrievals were found which were screened for duplication. A closer screening was done on the abstracts and titles of 239 papers after duplication removal. 28 full text papers were evaluated for eligibility. Finally, 14 papers were then selected for the review. Most of the papers included in the review were peer-reviewed articles published in social science and educational journals. List of self-regulated learning strategies and non-academic outcomes used in a blended learning environment in higher education institutions were identified. Majority of the 14 reviewed papers investigated metacognitive knowledge, resource management and motivational belief strategies towards learning performance whereas cognitive engagement strategies was the least researched. Results revealed that generally, SRLS positively correlate with non-academic outcomes. At the end of the review, research gap and the future direction are presented.
机译：虽然大学生几乎可以使用他们的数字设备，但目前的研究表明，学生对数字学习有困难，因为它们缺乏自我监管的技能，以换回导致低性能。使用自我监管的学习策略（SRL）使用辅助学生有效学习。虽然许多研究人员调查了SRL，迈向学生等成绩，众所周知，对非学术成果的使用也很少，这对协助大学生的学习进展至关重要。因此，需要了解如何最好地利用SRL在混合学习环境中推动数字学习中的正面非学术结果。系统审查方法遵循PRISMA准则来探索目前的文献。使用预定义的搜索项目搜索不同的来源。发现共有239个检索，筛选重复。在重复移除后，在239篇纸张的摘要和标题上进行了更近的筛选。 28个全文报告被评估了资格。最后，然后选择14篇论文进行审查。审查中包含的大多数论文都是在社会科学和教育期刊上发表的同行评审。确定了在高等教育机构中混合学习环境中使用的自治学习策略和非学术成果的清单。 14篇关于学习表现的大多数审查的论文调查了元认知知识，资源管理和励志信念策略，而认知参与策略是最不重要的。结果显示，通常，SRL与非学术结果正相关。在审查结束时，提出了研究缺口和未来方向。

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