Self-reflection and concept mapping as self-regulated learning strategies for learners in Online Open Distance e-Learning: A Bibliometric Review from 2014-2024
DOI:
https://doi.org/10.38140/ijer-2026.vol8.1.11Keywords:
Self-reflection, concept mapping, self-regulated learning, distance learningAbstract
Self-regulated learning (SRL) is crucial in open and distance e-learning, but techniques like self-reflection and concept mapping face challenges. Research mainly focuses on face-to-face or blended settings, raising questions about SRL's effectiveness in digital environments. Thus, this article explores the literature trends of self-reflection and concept mapping as learning strategies for learners in online open distance e-learning (2014-2024), in a bid to fill the existing literature gap. The data collected from the Scopus database were subjected to bibliometric analysis using the BiblioShiny app. The analysis revealed that Hwang G. J., Järvelä S., Kinchin I. M., Li Y., and Malmberg J. are the most relevant authors, and countries such as Canada and the Netherlands have the highest number of publications within this study area. The word ‘human’ has the highest frequency, followed by ‘male’, ‘female’, and so on. Under the word cloud section, ‘human’ is the most prominent, followed by ‘concept mapping’. Self-reflection has been very useful for learners’ self-motivation, self-monitoring, and the development of their intellectual capital. Similarly, concept mapping is a highly creative learning strategy that simplifies complex thinking and transforms learning. Hence, future research can be conducted on teachers’ roles. Likewise, further studies can be carried out on other self-regulated learning strategies in the future.
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