Mathematics regulation in an online learning environment is complex, but it is also crucial for learners’ academic success through self-regulated learning (SRL). This review aims to bridge the gap by evaluating the effectiveness of SRL in online mathematics learning and proposing potential improvements to the traditional learning process to enhance its effectiveness in the online learning environment. Students are taught using technology, specifically the internet. Therefore, this review conducted a systematic literature review (SLR) to determine the effectiveness of SRL in learning mathematics online. Since learners and educators do not share the same physical space in an online learning environment, learners need to adopt SRL skills to be effective in learning mathematics online. We adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting guidelines for this SLR. We gathered and systematically analyzed four online databases with a total of 2,595 articles, after applying inclusion and exclusion criteria based on title, abstract, and year of publication. Thirty-six empirical studies were finally investigated that were published between 2018 and 2023. Therefore, we consider using the Zimmerman framework for this SLR. Furthermore, the result indicates that using SRL in online math significantly affects mathematics learners (cognitive and meta-cognitive). Future reviews can examine the effectiveness and significance of other learning strategies and interventions in online mathematics learning.
Abdulrahman et al. (Tue,) studied this question.