Interventions for fostering self-regulated learning as tools for university management in the digital environment

In recent years, universities have widely adopted courses and programs in online formats. Despite their advantages, online education necessitates a high degree of autonomy and self-regulation from students. Research indicates that the level of self-regulated learning predicts students’ success in online learning; however, students often possess insufficient skills in this area, presenting a barrier to the broad and effective implementation of online education in universities. Self-regulated learning skills can be developed through targeted interventions. This review presents an analysis of interventions employed in universities worldwide. There exists a vast diversity of interventions, yet only a relatively small number are supported by empirical data regarding their effectiveness. A necessary systematization and understanding of which characteristics of interventions most effectively foster the development of self-regulated learning skills is lacking. No prior studies have been conducted to construct typologies of interventions. This paper addresses this existing gap and proposes the development of a typology of interventions based on several criteria. Through the analysis of 68 interventions described in 62 articles, the following criteria for typology were identified: levels of student activity in the process of learning skills; the phase of the self-regulated learning cycle targeted by the intervention; the degree of task structuring; the presence and type of feedback on task performance; the stage of the course at which the intervention is implemented; and the duration of the intervention. The typology enables a shift from analyzing the effectiveness of specific interventions to examining their characteristics that contribute to the development of self-regulated learning skills. Further investigation into the impact of intervention characteristics on effectiveness will reduce resource expenditures on development and simplify the implementation process within university educational practices. The typology presented in this article, along with practical recommendations for implementing interventions into university programs, can serve as an effective management mechanism for maintaining high educational quality amidst the extensive growth of online learning. This work is of interest to researchers, educators, and university administration. The data provided can be utilized for designing effective interventions and for transforming university management systems to enhance students’ levels of autonomy and self-regulation.