Self-regulation strategies in blended learning environments in higher education: A systematic review

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little known about the role of self- regulation blended learning environments education. For this review, we analysed 21 studies which strategies were taught context learning. Based on analysis literature, identified four types strategies: cognitive, metacognitive, motivational management. Results show that most focused metacognitive strategies, followed by cognitive whereas no attention paid motivation management strategies. To facilitate non-human student tool interactional methods commonly used, a mix human student-teacher content environment methods. further extent students actively apply also depends heavily teacher's actions within environment. Measurement mainly done with questionnaires such Motivation Self-regulation Learning Questionnaire.
 Implications for practice policy:
 
 More online essential.
 Lecturers designers should be aware are important: management.
 Within environments, more promote self-regulation.