Abstract:
Online learning is growing and especially in the age of COVID-19 pandemic considered as the main method of learning. Self-regulation has an important role in learning process and outcomes. Some researchers believed that students who well-developed are selfregulated. The main purpose of universities is to develop the students who can regulate learning. Thus, recognizing the related factors is necessary to manage the challenges in this regard. So, the main purpose of this study was to assess the related factors of online selfregulation learning among university' students. The present review study conducted by researchers through comprehensive search in databases such as Google Scholar, PubMed, PsycINFO, web of science, Cochrane Library, Science Direct and Scopus in the period of
1 August 2021 until 11 August 2021. The keywords which selected by MeSH strategy were [("Online learning" OR "distance learning" OR virtual learning AND self-regulation" OR self-regulated AND student). Articles were selected without time limitation. Overall 856 articles have been searched. Researchers reviewed the abstract and full text of all articles. Finally 15 articles had been used. According to the results of studies, related factors of online self-regulation could be classified to two main categories: learner and educator. Factors related to learner including level of anxiety, motivation, perseverance, available resource management and organization, time management, summarizing, systematic planning, determine the purpose. Factors related to educators consisted of content variety, attractiveness of content, awareness to e-learning space, space and quality of content, quality of presentation of educator, interaction with classmate, observer and informed family. Due to the growing rate of online learning users, especially in the age of COVID19 pandemic, considering the related factors may be useful for managers and also learner and educators to manage the challenges and online situations to achieve of learning outcomes.
