Using digital training to foster self-regulated learning in higher education: a randomized controlled trial

Thesis

Self-regulated learning (SRL) is essential for academic success in higher education. Yet, many students struggle to adopt effective learning strategies. Training programs exist to help students learn how to learn, but such programs are typically optional, offered as electives, or organized as sessions separate from required degree coursework. In addition, few training programs have been evaluated using rigorous randomized controlled trial (RCT) designs. The present study addresses this gap by employing a pre-registered randomized controlled field experiment, supplemented by qualitative interviews, to examine the effects of a three-to-four-hour digital SRL training program embedded as a mandatory component of an undergraduate economics course in Norway.

In this study, a total of 208 students were randomly assigned to either receive digital SRL training with weekly planning and reflection activities (treatment group: n = 104) or a structurally comparable program focusing on brain facts and weekly pattern recognition activities (control group: n = 104). Outcomes included SRL behavior and self-efficacy beliefs (measured by pre- and post-self-report questionnaires), use of digital learning resources (measured by trace data from the learning management system), and academic achievement (measured by course grades). After the final course exam, 28 students—who had consented from a random selection of 60 invited participants—were interviewed to corroborate quantitative findings and provide additional qualitative insights.

193 students completed most parts of the intervention, including the post-survey. Among these students, results indicate that the digital SRL training increased the use of self-regulated learning strategies and engagement with digital course materials. Even so, no effects on self-efficacy for learning and performance or academic achievement were observed. Consistent with prior research, these findings confirm that a brief digital SRL training program can enhance students’ SRL. However, to influence self-efficacy and academic outcomes, careful design considerations may be necessary. Taken together, these findings contribute to the literature on SRL training interventions in higher education, offering insights for educators and researchers on designing effective, scalable digital SRL training programs.

Authors: Schewe, O

• DOI: 10.5287/ora-jnvvzrj55
• Type of award: DPhil
• Level of award: Doctoral
• Awarding institution: University of Oxford
• Language: English
• Keywords: RCT; learning strategies; self-regulated learning; self-efficacy; higher education; digital intervention; SRL; randomized controlled trial; trace data
• Subjects: Educational Psychology; Higher Education