Undergraduate Studies and the Covid Context: Promoting Self-Regulated Learning

With COVID-19 shifting educational institutions to remote teaching globally, Bangladeshi universities, too, began taking classes online from June 2020, using different learning management system (LMS) platforms. Facing students completely unfamiliar with learning outside traditional classrooms, the need for instructors to utilize best practices in online instruction and course design was extra enhanced. How online instructors can promote the use of self-regulated learning strategies (SRLS) amongst students is evaluated by considering a variety of extant methods. Taking universal teaching platforms into the nooks and corners of any country may be the biggest takeaway from this study, but a transition certain to elicit variegated responses. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

The impact of self-regulated learning strategies on academic performance for online learning during COVID-19.

The COVID-19 pandemic led higher education institutions to transition to online learning. The present study was designed to investigate students' self-regulated learning strategies on academic performance in online learning. We analyzed the differences in college students' self-regulated learning (SRL) strategies according to their grade point average (GPA). The study included 1,163 students at a distance education university in China. Two online questionnaires were used to determine online SRL strategies. GPA scores were obtained from the university exam database to determine academic performance. The analysis showed that there are great differences between different self-regulated strategies and between different students when accepting the online learning. The analysis also showed that self-evaluation, metacognitive self-regulation, and effort regulation were positive predictors of academic progress, besides, self-evaluation and effort regulation had mutual influence effect on the improvement of GPA in online learning. These data will help teachers, education policymakers, and education administrators adopt and implement online learning services to improve students' academic performance.

Predictors of Learning Engagement in the Context of Online Learning During the COVID-19 Pandemic.

The main aim of the present research is to analyze the predictive value of individual characteristics such as online self-efficacy, adaptability to uncertainty, and sources of stress during online learning on learning engagement. We also aimed to highlight if these relationships could be mediated by the online self-regulated learning strategies, during the COVID-19 pandemic. The participants were 529 university students and the design was cross-sectional. The results showed significant associations of the sources of stress in online learning with self-efficacy, leaning engagement and self-regulated learning strategies. Self-regulated strategies-task strategies and goal setting represent mediators of stressors perceived by the students under the conditions of the sudden shift to online activity and online learning engagement. The most relevant self-regulation strategies seemed to be goal setting and task strategies, which confirm the need for a clear structure of learning in the context of online activities. The implications of this study reside in the increased awareness regarding how learning engagement in online learning can be predicted by individual characteristics.

EFL Students' Self-Regulated Learning Strategies during the Covid-19 Pandemic

In the current contexts of Vietnam, college students are taking entirely or partially online courses due to the spread of the Covid-19 pandemic. Thus, students should develop and optimally employ self-regulated learning strategies for effective learning outcomes. Research also indicates that self-regulation among students is linked to the 21st century skills. With this in mind, the present study attempts to investigate the self-regulated learning strategies of English-as-a foreign-language (EFL) students from a local university in Vietnam. The study aims to identify EFL students' self-regulation level, correlation between their two cognition knowledge and cognition regulation, and the correlation between their self-regulation level and GPA. Data is collected via a survey questionnaire encompassing two core components of cognition knowledge and cognition regulation. The results show a high level of the involved students' self-regulation, a correlation between their cognition knowledge and cognition regulation, but a gap between their self-regulation level and GPA. On the obtained findings, pedagogical implications are addressed, and further research is suggested.

A thematic analysis of higher education students' perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support.

Under the sudden outbreak of COVID-19 worldwide, students were forced to switch from face-to-face to online learning. This study reports the experience of Hong Kong students in higher education concerning the challenges they faced, the strategies they used and the support they needed in their online learning during the period. An online questionnaire was used to invite students to answer open-ended questions about these three aspects. 145 students from two higher education institutions completed the questionnaire and their comments were coded using thematic analysis. The study has discovered that socio-economic factors may have presented difficulties to students' online learning concerning their study environment and access to equipment. Students were emotionally distressed by online learning, particularly by the quality of feedback and clarity of course arrangement, so support for these aspects should be given. Self-regulated learning strategies were found to have been deployed by students to facilitate their learning, in which the use of time management apps and lecture videos highlights the increasing importance of technology to self study. These socio-economic, technological and emotional factors will be further discussed and corresponding suggestions will be made to help teachers and university policy makers examine the conditions that can help improve and promote online learning for higher education students under COVID-19.