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Self-regulated learning intervention studies influence students’ learning outcomes in online and blended environments. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant effects on learning outcomes in online and blended environments. The aim of this study is to calculate the common effect size of empirical studies conducted out between 2017-2022 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 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 > χ2, p < .05), the common effect size was calculated in accordance with the random effects model. As a result of the meta-analysis, it was determined 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.
Guntur et al. (Sun,) studied this question.