Malissa Maria Mahmud
ABSTRACT
Self-regulated learning is not new in the scope of educational psychology researches. In response to the COVID-19 outbreak, a breadth of research opportunities emerges, offering theoretical and practical solutions. The purpose of this research is to examine students’ self-regulated learning behaviour in an online milieu by employing exploratory research design wherein students’ self-regulated skills were measured via a survey, adapted from the Online Self-regulated Learning Questionnaire (OSLQ). The findings prove and discern that Covid-19 pandemic interposes new challenges, not only for teaching and learning context as a whole, but also more evidently to the new norm of teaching and learning involving technology, resonating the fact that online learning may have not granted university students with the demanded tractability to adjust to the unprecedented disruptions. This work also contributes to expanding the existing knowledge of how self-regulated learning behaviours are “highly context dependent”, specifically in the pushed and remote online context.
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Index Terms
- Deconstructing Self-Regulated Learning Skills in the Emergency Remote Learning
Index terms have been assigned to the content through auto-classification.
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