"This weird time we're in": How a sudden change to remote education impacted college students' self-regulated learning

The present study investigates the impacts that a sudden change to online instruction had on undergraduates' engagement in self-regulated learning during the COVID-19 global pandemic. Using reflexive thematic analysis to examine college students' written responses, we identified four theme...

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Bibliographic Details
Published inJournal of research on technology in education Vol. 54; no. S1; pp. S203 - S218
Main Authors Hensley, Lauren C., Iaconelli, Ryan, Wolters, Christopher A.
Format Journal Article
LanguageEnglish
Published Eugene Routledge 31.01.2022
Taylor & Francis Ltd
Subjects
Burnout
Caring
College Students
COVID-19
Distance Education
Distance learning
Educational Change
Electronic Learning
Independent study
Learner Engagement
Learning Strategies
Online instruction
Online learning
Pandemics
Psychological Patterns
qualitative methods
Self Control
self-regulated learning
Student Attitudes
Teacher Student Relationship
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Summary:The present study investigates the impacts that a sudden change to online instruction had on undergraduates' engagement in self-regulated learning during the COVID-19 global pandemic. Using reflexive thematic analysis to examine college students' written responses, we identified four themes that illustrated the challenges of emergency remote learning: feeling disconnected, discordant, and distracted; struggling to engage amid lost autonomy and personal stressors; experiencing academic burden and burnout; and encountering both caring and disregard from instructors. The implications of these findings highlight the importance that learning contexts and social connectedness have on undergraduates' willingness and ability to enact self-regulated learning behaviors and strategies.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2021.1916414