Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire. Implications for practice and policy: More attention to self-regulation in online and blended learning is essential. Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management. Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.

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高等教育混合学习环境中的自我调节策略：系统评价

虽然自我调节是与学生学习成功相关的一个重要特征，这反映在更高的成绩和更少的学术课程延迟上，但关于自我调节在高等教育混合学习环境中的作用知之甚少。在这篇综述中，我们分析了 21 项在混合学习的背景下教授自我调节策略的研究。基于对文献的分析，我们确定了四种类型的策略：认知、元认知、动机和管理。结果表明，大多数研究侧重于元认知策略，其次是认知策略，而很少或根本没有关注动机和管理策略。为了促进自我调节策略非人类学生工具交互方法最常用，其次是人类学生教师和非人类学生内容和学生环境方法的混合。结果进一步表明，学生积极应用自我调节策略的程度也很大程度上取决于教师在混合学习环境中的行为。自我调节策略的测量主要通过学习动机和自我调节问卷等问卷来完成。对实践和政策的影响：更多地关注在线和混合学习中的自我调节至关重要。混合学习环境的讲师和课程设计者应该意识到四种类型的自我调节策略很重要：认知、元认知、动机和管理。在混合学习环境中，应更多地关注认知、