Main Article Content
This systematic review delves into the role of self-regulated learning (SRL) in online peer learning. Online peer learning has garnered significant attention as an effective educational approach, with SRL being a crucial factor in its success. The review thoroughly examines existing literature to identify themes, research methods, and findings related to integrating SRL and online peer learning. Employing a qualitative approach, relevant studies were reviewed, focusing on the relationship between SRL and online peer learning. The findings underscore the importance of SRL in fostering metacognitive awareness, self-control, goal-setting, and collaborative skills within online peer learning environments.
Despite the valuable insights gained from the reviewed studies, the current literature exhibits limitations, such as the limited number of longitudinal studies investigating the long-term effects of SRL interventions in online peer learning environments. Additionally, there is a dearth of research exploring the potential impact of cultural differences on SRL practices within these contexts. Furthermore, most existing literature focuses on specific academic disciplines or age groups, leaving gaps in our understanding of SRL's universality in diverse educational settings. Addressing these limitations will be vital in refining our understanding of SRL in online peer learning. The review concludes with implications for future research and practices to enhance SRL and optimize online peer learning experiences.