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For many learners, self-studying learning materials provided by the teacher directly or originating from other sources is a critical part of their education and self-education. Self-study is defined as spending time and effort on gaining knowledge on a topic without direct guidance of the teacher. Self-study does not only happen within the setting of higher education (e.g., Biwer et al., 2021; Doumen et al., 2014; Rogan et al., 2021; Schmidt et al., 2010) but also plays a role in earlier levels of education, including secondary education (Dirkx et al., 2019) and also in lifelong learning activities (Sagitova, 2014).
Research has demonstrated mixed results on the relation between self-study and academic performance (Doumen et al., 2014; Stinebrickner & Stinebrickner, 2004). Next to spending time on self-study, it is crucial to perform the ‘right’ learning activities that meet the needs of the learner during self-study in order to make the most of it (Doumen et al., 2014; Dunlosky et al., 2013). That is, students need to effectively self-regulate their learning activities during self-study. For example, to succeed in their self-study they need to be able to plan their self-study, monitor the learning process and use effective learning strategies (Geller et al., 2018; Hartwig & Dunlosky, 2012), as well as to self-reflect on the performed learning activities (Zimmerman, 2000). This suggests that self-study and self-regulated learning (SRL) are closely interconnected.
In general, research has shown that learners have poor SRL skills such as planning, monitoring and reflection (Bjork et al., 2013; Stone, 2000). Further, learners are often not aware of effective learning strategies and how to use them (Blasiman et al., 2017; Cervin-Ellqvist et al., 2020; Dirkx et al., 2019; McCabe, 2011). Therefore, it is essential to know how we can best support learners during their self-study and help them to self-regulate their learning processes and use effective learning strategies (e.g., goal-setting, self-explaining and self-testing). In addition, providing this support at the ‘right’ time and ‘right’ place, easily accessible for learners across formal and informal learning environments, would be a promising way to move forward in the field of study success in higher education and beyond.
In this theoretical literature review, we argue that when developing support mechanisms for SRL, we should carefully consider the use of learners’ own mobile devices, coupled with the recent advances in the field of learning analytics (LA). The role of mobile technologies in this endeavour is still a topic for further explorations.