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Article summary:
1. The article is a systematic review of self-regulated learning strategies and academic achievement in online higher education learning environments.
2. The review found that self-regulated learning strategies, such as goal setting and time management, were positively associated with academic achievement in online courses.
3. The authors suggest that educators should encourage the development of self-regulated learning skills in their students to improve academic outcomes in online learning environments.
Article analysis:
The article "Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review" by Broadbent and Poon (2015) provides a comprehensive analysis of the relationship between self-regulated learning strategies and academic achievement in online higher education learning environments. The authors conducted a systematic review of 27 studies published between 2000 and 2014 to examine the effectiveness of self-regulated learning strategies on academic performance.
The article is well-structured, with a clear introduction, literature review, methodology, results, discussion, and conclusion. The authors provide a detailed description of their search strategy and inclusion criteria for selecting studies. They also use appropriate statistical methods to analyze the data and present their findings in tables and figures.
However, there are some potential biases in the article that need to be addressed. Firstly, the authors only included studies published in English language journals, which may have excluded relevant studies published in other languages. This could lead to a bias towards English-speaking countries or institutions. Secondly, the authors did not consider the quality of the studies they included in their review. Some of the studies may have had methodological flaws or biases that could affect their validity.
Moreover, while the authors claim that self-regulated learning strategies are effective for improving academic performance in online higher education environments, they do not provide sufficient evidence to support this claim. For example, they do not explore potential confounding variables that could affect the relationship between self-regulated learning strategies and academic achievement. They also do not consider alternative explanations for their findings or address potential counterarguments.
Additionally, there is some promotional content in the article that could be seen as biased towards self-regulated learning strategies. For example, the authors suggest that these strategies can help students overcome challenges such as time management issues or lack of motivation without acknowledging potential risks or limitations associated with these approaches.
In conclusion, while Broadbent and Poon's (2015) article provides a valuable contribution to the literature on self-regulated learning strategies and academic achievement in online higher education environments, there are some potential biases and limitations that need to be addressed. Future research should consider these issues to provide a more comprehensive understanding of the effectiveness of self-regulated learning strategies in online learning contexts.
Topics for further research:
Potential confounding variables in self-regulated learning strategies and academic achievement
Limitations of self-regulated learning strategies in online higher education environments
Alternative explanations for the relationship between self-regulated learning strategies and academic achievement
Methodological flaws in studies on self-regulated learning strategies and academic achievement
Risks associated with self-regulated learning strategies in online learning contexts
Non-English language studies on self-regulated learning strategies and academic achievement in online higher education environments