A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments

Self-regulated learning interventions influence students' learning outcomes in online and blended environments. A review of the literature about self-regulated learning strategies reveals both significant and non-significant effects on learning outcomes in online and blended environments. The aim of this study was to calculate the common effect size of empirical studies conducted between 2017 and 2022 that investigated the effect of self-regulated learning strategies on learning outcomes in online and blended environments, and to determine whether the common effect size shows a significant difference in terms of course type, self-regulated learning strategy type, school level, and learning context. A meta-analytical review method was employed to combine the outcome of independent empirical studies. The studies included in this review were collected from Scopus, IEEE Explore, and ERIC databases. A total of 15 studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. As the heterogeneity among the effect sizes of the studies was high (Q > chi(2) , p < .05), the common effect size was calculated following the random effects model. As a result of the meta-analysis, it was decided that self- regulated learning strategies had a "moderate" effect (Q=0.65) on learning outcomes in online and blended environments. Moreover, the calculated common effect size showed no significant difference according to the type of self-regulated learning strategy, course type, school level, and learning context.