Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review

Jacqueline Wong, Martine Baars, Dan Davis, Tim Van Der Zee, Geert Jan Houben, Fred Paas

Research output: Contribution to journalArticleScientificpeer-review

90 Citations (Scopus)
119 Downloads (Pure)


Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.

Original languageEnglish
Pages (from-to)356-373
Number of pages18
JournalInternational Journal of Human-Computer Interaction
Issue number4-5
Publication statusPublished - 2019


Dive into the research topics of 'Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review'. Together they form a unique fingerprint.

Cite this