Lack of time available for learning is a barrier to cognitive, metacognitive, and peer learning strategies, making time management a prerequisite for other SRL strategies in CE¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Lack of time available for learning was identified as a barrier to learners' use of cognitive, metacognitive, and peer learning strategies in CE. → Yvonne M. Hemmler 2024

Evidence¶

Yvonne M. Hemmler 2024¶

Yvonne M. Hemmler, Dirk Ifenthaler. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100629

q2 · i? · quant-synthesis · r3

Synthesis of included primary studies in the review's results on learning process-related factors. The review reports that "Lack of time available for learning was identified as a barrier" to cognitive, metacognitive, and peer learning strategies, attributing this to the cited primary studies.

"Lack of time available for learning was identified as a barrier to learners' use of cognitive (Hosseini et al., 2020; Rabin et al., 2020), metacognitive (Hosseini et al., 2020; Milligan & Littlejohn, 2016; Rabin et al., 2020), and peer learning (Milligan & Littlejohn, 2016) strategies."

Discussion¶

Learner Variables¶

• Time and Continuity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Instructional design features of CE activities (peer interaction, feedback, self-assessments, flipped classroom) are positively associated with SRL strategies — related
• Operationalization of variables, setting, and work-relatedness of the CE activity moderate the relationships between SRL strategies and associated factors — related
• Metacognitive and composite SRL strategy measures show the strongest relationships with learning performance in continuing education — related