Self-Regulated Learning in the Digital Age

A Systematic Review of Strategies, Technologies, Benefits, and Challenges

Bibliographic Data

ID21729329
AuthorsAhmad Faza (0000-0003-0767-1053), Ilyana Agri Lestari (0000-0002-2753-0170)
Year2025
Volume26
Issue2
Pages23-58
Publication date2025-05-08
Open AccessYes
TypeARTICLE
VenueThe International Review of Research in Open and Distributed Learning (JOURNAL)
Journal identifiersISSN: 1492-3831 • E-ISSN: 1492-3831
PublisherAthabasca University Press (PUBLISHER • CA)
DOI10.19173/irrodl.v26i2.8119
LanguageEN
Citations received13

When students enter higher education, self-regulated learning (SRL) involving goal setting, planning, monitoring, and reflection is crucial for academic success. This study systematically reviews SRL strategies, supporting technologies, and their impacts, especially with the shift to online learning due to the COVID-19 pandemic. Following Kitchenham’s guidelines, 121 articles from ScienceDirect and Scopus were reviewed. Key SRL strategies include goal setting, cognitive and metacognitive processes, time management, self-reflection, help-seeking, and monitoring. Technologies such as learning management systems (LMS), massive open online courses (MOOCs), artificial intelligence (AI), collaborative platforms, and learning analytics support SRL by providing personalized feedback and facilitating autonomous learning. Benefits include improved performance, motivation, and engagement, while challenges involve limited access to digital resources, technical issues, resistance to change, and inadequate instructor training. Addressing these barriers is essential for optimizing SRL implementation, guiding future research and educational practice

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