Research trends in self-regulated learning research in online learning environments: A review of studies published in selected journals from 2003 to 2012

Background and objectives As the Internet and developing technology creates and transforms teaching and learning processes, it brings new opportunities to the educational system (Esteves, Fonseca, Morgado & Martins, 2011). Synchronous and asynchronous communication tools such as online chats and forums enable students to communicate and complete their tasks (Schworm & Gruber, 2012). However, teachers are challenged to concentrate students’ attention in an online or blended course in an environment that is full of shopping websites, online games, and social networking websites (eg, Facebook) (Tsai, 2011a). That is, online learning environments may not meet the original purpose of providing students with a tool to support their learning process during the semester (Stricker, Weibel & Wissmath, 2011). In this regard, online learning requires a radical redesigning and reworking of pedagogy in order to accommodate these learners (Burdick & Willis, 2011). It is suggested that students should have self-regulated learning (SRL) strategies when they study in an online learning environment (Tsai, 2011b).

[1]  Dirk Ifenthaler,et al.  Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios , 2012, J. Educ. Technol. Soc..

[2]  Paulo Martins,et al.  Improving teaching and learning of computer programming through the use of the Second Life virtual world , 2011, Br. J. Educ. Technol..

[3]  Pei-Di Shen,et al.  Applying blended learning with web-mediated self-regulated learning to enhance vocational students' computing skills and attention to learn , 2011, Interact. Learn. Environ..

[4]  Stephen M. Mutula,et al.  A proposed model for evaluating the success of WebCT course content management system , 2010, Comput. Hum. Behav..

[5]  Pei-Di Shen,et al.  Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning , 2011, Behav. Inf. Technol..

[6]  Jie Liu,et al.  Knowledge Visualization for Self-Regulated Learning , 2011, J. Educ. Technol. Soc..

[7]  Chih-Yung Chang,et al.  The Development and Implementation of Scaffolding-Based Self-Regulated Learning System for e/m-Learning , 2010, J. Educ. Technol. Soc..

[8]  Bartholomäus Wissmath,et al.  Efficient learning using a virtual learning environment in a university class , 2011, Comput. Educ..

[9]  Chia-Wen Tsai.  Achieving Effective Learning Effects in the Blended Course: A Combined Approach of Online Self-Regulated Learning and Collaborative Learning with Initiation , 2011, Cyberpsychology Behav. Soc. Netw..

[10]  Holly Willis,et al.  Digital learning, digital scholarship and design thinking , 2011 .

[11]  Ying-Tien Wu.  Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011 , 2013, Br. J. Educ. Technol..

[12]  Chia-Wen Tsai,et al.  How Much Can Computers and Internet Help?: A Long-Term Study of Web-Mediated Problem-Based Learning and Self-Regulated Learning , 2011, Int. J. Technol. Hum. Interact..

[13]  Roger Azevedo,et al.  Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia , 2005 .

[14]  B. Zimmerman,et al.  Self-regulation of learning and performance: Issues and educational applications. , 1994 .

[15]  Silke Schworm,et al.  e-Learning in universities: Supporting help-seeking processes by instructional prompts , 2012, Br. J. Educ. Technol..

[16]  Roger Azevedo,et al.  Advances in scaffolding learning with hypertext and hypermedia: theoretical, empirical, and design issues , 2008 .

[17]  Peter Shea,et al.  Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments , 2010, Comput. Educ..