Teaching strategies promoting Co-regulation of Learning in Distance Education: An integrative literature review
DOI:
https://doi.org/10.21814/rpe.35847Keywords:
Co-regulation of learning, Distance education, Social regulation of learning, Integrative literature review, Teaching strategiesAbstract
This article addresses the need for appropriate educational ecosystems for Distance Higher Education due to the challenging scenario it faces. While there are studies on teaching approaches, the same cannot be said for teaching strategies, notably Co-Regulation of Learning strategies (CRL). The aim was to identify CRL strategies adopted in Distance Education (DE). An integrative literature review was conducted across three databases, identifying 345 studies, of which four were eligible. Categories related to the strategies were derived from thematic analysis of excerpts. The results highlighted a gap in the literature regarding CRL strategies in DE. A matrix was developed to reference observed strategies to the phases of CRL. The lack of specific strategies in the co-planning, co-monitoring, and co-reflection phases was observed. The creation of a reference matrix will guide future research focusing on social regulation strategies, particularly CRL. Also, the intrinsic relationship between instructional design and co-regulation of learning strategies is also acknowledged.
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Copyright (c) 2026 Fernanda Cristina Ribeiro Faria, Daniela Cristina Carneiro Pedrosa, Betina da Silva Lopes, Rodrigo Faria
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