Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic

Frontiers in Psychology

article

Felicitas Biwer¹  Wisnu Wiradhany²  Mirjam oude Egbrink³  Harm Hospers⁴  Stella Wasenitz⁴  Walter Jansen⁴  Anique de Bruin¹ 

[1] Department of Educational Development & Research, School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University;Department of Psychology, Faculty of Humanities, Bina Nusantara University;Department of Physiology, Faculty of Health, Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University;Maastricht University Institute for Education Innovation

关键词: COVID-19;    self-regulated learning;    resource-management strategies;    emergency remote learning;    cluster analysis;    higher education;   

DOI  :  10.3389/fpsyg.2021.642593

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

During the COVID-19 (coronavirus disease 2019) pandemic, universities had to shift from face-to-face to emergency remote education. Students were forced to study online, with limited access to facilities and less contact with peers and teachers, while at the same time being exposed to more autonomy. This study examined how students adapted to emergency remote learning, specifically focusing on students’ resource-management strategies using an individual differences approach. One thousand eight hundred university students completed a questionnaire on their resource-management strategies and indicators of (un)successful adaptation to emergency remote learning. On average, students reported being less able to regulate their attention, effort, and time and less motivated compared to the situation before the crisis started; they also reported investing more time and effort in their self-study. Using a k -means cluster analysis, we identified four adaptation profiles and labeled them according to the reported changes in their resource-management strategies: the overwhelmed, the surrenderers, the maintainers, and the adapters. Both the overwhelmed and surrenderers appeared to be less able to regulate their effort, attention, and time and reported to be less motivated to study than before the crisis. In contrast, the adapters appreciated the increased level of autonomy and were better able to self-regulate their learning. The resource-management strategies of the maintainers remained relatively stable. Students’ responses to open-answer questions on their educational experience, coded using a thematic analysis, were consistent with the quantitative profiles. Implications about how to support students in adapting to online learning are discussed.

【 授权许可】

CC BY