Four-dimension coding scheme for SRL strategies in online and blended learning (metacognitive, motivational, cognitive, mixed)¶

Theory · All theories
Evidence · 6 claims (5 for, 1 against) · 2 studies (1 causal, 1 quant-synthesis), q3 · 1 of 2 report an effect size · 6 claims rest on one study

Description¶

The article organizes SRL interventions using a coding scheme with four primary strategy dimensions applied to online learning (OL) and blended learning (BL) contexts. As the authors state, "we employed a coding scheme including four primary strategies (metacognitive, motivational, cognitive, and mixed)". The metacognitive dimension covers self-monitoring, planning, reflection, and goal setting; the motivational dimension covers intrinsic and extrinsic motivation, interests, and values; the cognitive dimension covers information processing, concept acquisition, and problem-solving; and the mixed dimension examines the interplay among the three. The scheme was used to code the 15 included studies for moderator analysis.

Design Implications¶

Context¶

Requirements¶

• Studies must report enough detail to code interventions into metacognitive, motivational, cognitive, or mixed strategy categories

Constraints¶

• Built on Pintrich's conceptual and operational framework, with emotional regulation added as a fourth technique type in the literature review

Target Learners¶

• primary school students
• secondary school students
• high school students
• undergraduate students

Target Learning Objectives¶

• self-regulated learning strategy use
• learning outcomes in online and blended environments

Claims¶

• Srl Effect No Significant Moderator Differences [+M]
• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact [+M]
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments [+M]
• Publication bias is unlikely to explain the consistency of SRL intervention effect sizes [+W]
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains [+M]
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course [-W]

Related Theories¶

• Pintrich's four-category model of self-regulated learning strategies

Examples¶

• Provide explicit teaching of SRL methods as structured guidance for regulating learning in online and blended settings

Key Sources¶

• Guntur, M., & Purnomo, Y. W. (2024). A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments. Online Learning Journal, 28(3). https://doi.org/10.24059/olj.v28i3.4025