The growing challenge of managing learning in blended environments has underscored the need to delve deeper into strategies that enable students to take an active and autonomous role in their educational process.
In this context, metacognitive strategies emerge as fundamental tools for enhancing self-regulation, facilitating not only the organization and planning of study but also the in-depth comprehension of texts.
This article aligns with a research agenda aimed at elucidating how these strategies impact two critical aspects: study habits and reading comprehension—both of which are essential in the digital era and in higher education.
The research proposal is grounded in a review of the state of the art on self-regulated learning, highlighting studies that emphasize the importance of planning, monitoring, and self-assessment in blended learning environments.
Building on this theoretical framework, the study poses research questions focused on determining whether the integration of a digital tool, designed under the principles of the Open Learner Model, can significantly influence task organization, motivation management, and reading planning.
The core objectives of this study revolve around validating and analyzing the impact of metacognitive strategies on optimizing study habits and text comprehension, with the ultimate goal of fostering greater independence and efficiency in learning.
The research provides empirical evidence on the relevance of these strategies and opens the door to practical applications that could transform the design and implementation of pedagogical interventions in blended learning contexts.
It is expected that the findings will contribute to the development of instructional tools better suited to the demands of higher education, promoting learning environments that enhance self-management and overall educational effectiveness.
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How to cite: Ortega-Ruipérez, B. (2022). The Role of Metacognitive Strategies in Blended Learning: Study Habits and Reading Comprehension. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 219-238. https://doi.org/10.5944/ried.25.2.32056
