Facilitating self-regulated learning in digital learning platforms: A review of best practice

Abstract

This review examines best practice for supporting self‑regulated learning (SRL) in digital learning environments, with a focus on the design of platforms that enable independent study. Drawing on research across online learning, mobile learning and massive open online courses, the report explores the internal and external factors that influence learners’ ability to regulate their learning, including motivation, metacognitive skills, emotional regulation, prior experience and access to support. It also considers how digital platforms can be designed to facilitate these processes, highlighting features such as feedback, prompts, scaffolding, collaboration tools and time‑management support. The findings show that effective digital SRL depends on the interaction between learner characteristics, social and educational context and platform design. The report identifies key considerations for developing digital learning tools that support sustained engagement and equitable outcomes for a diverse range of learners.

Keywords

• Accessibility
• Assessment design
• Digital exams
• e-Assessment
• Social equity
• Student voice