Active methodologies and self-regulated learning: reflections in times of pandemic

This is a descriptive nature study that aims to identify relationships between teaching practices based on active methodologies and the process of self-regulated learning in two distinct disciplines, in the Psychology course of a Brazilian public university. The two disciplines had the support of monitors and adopted the inverted classroom model. The results showed that students developed strategies to monitor and regulate their own study behaviors. This evidence suggests that teaching practices that favor self-regulated learning are effective in facing the difficulties experienced in emergency remote teaching.