Using recommender systems to promote self-regulated learning in online education settings: current knowledge gaps and suggestions for future research

Abstract

Self-regulated learning (SRL) plays a significant role in promoting academic success in online education. In recent years, attention has focused on using new techniques to promote SRL—one of which is the recommender system. However, there has been little discussion of the actual effects of using recommender systems to facilitate SRL skills among online learners. This paper aims to elucidate the role that recommender systems play in assisting learners to gain self-regulation skills. The main topics addressed in this paper are as follows: (1) SRL strategies that are supported by recommender systems, as well as the techniques used by these recommenders to promote SRL strategies; and (2) evaluations conducted on the use of recommender systems and results. Our analysis of 20 empirical articles indicates that various features of recommender systems were designed to promote SRL strategies in different phases, and students were generally positive about using such systems to help them self-regulate. Five key knowledge gaps related to existing research on SRL recommender systems were identified. The conclusions suggest that future studies could be improved by demonstrating a more comprehensive understanding of the design of recommender systems, as well as by placing more emphasis on the evaluation process.

Keywords:

• Self-regulated learning
• recommender system
• learning strategies
• evaluations

Additional information

Notes on contributors

Jiahui Du

Jiahui Du is a Ph.D. student in Information and Technology Studies at the University of Hong Kong. She received her bachelor's degree in journalism from Indiana University, Bloomington (USA). Then she went to Columbia University (USA) for master study, specializing in instructional technology and media. Her current research interest is on using technologies such as recommender systems to promote students' self-regulated learning.

Khe Foon Timothy Hew

Dr. Khe Foon Timothy Hew is an Associate Professor of information Technology in Education at the University of Hong Kong. Trained as a Systems Engineer with a bachelor degree in Computer Technology, Dr. Hew worked for 4 years in Sony (Singapore) before moving on the educational field. He has a master degree in Instructional Design and Technology, and a PhD in Instructional Systems Technology from Nanyang Technological University (Singapore) and Indiana University, Bloomington (USA) respectively. His primary research interests are in how technology can be used to support learning and engagement in both blended-learning and online-learning contexts.