The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning

被引：16

作者：

Alhazbi, Saleh ^{[1
]}

Hasan, Mahmood A. ^{[2
]}

机构：

[1] Qatar Univ, Dept Comp Sci & Engn, Doha 2713, Qatar

[2] Qatar Univ, Inst Res & Analyt Dept, Doha 2713, Qatar

来源：

SUSTAINABILITY | 2021年 / 13卷 / 19期

关键词：

online learning; synchronous learning; asynchronous learning; self-regulated learning; transactional-distance theory; FACE-TO-FACE; PERFORMANCE; STRATEGIES; STUDENT; ACHIEVEMENT; MOTIVATION; CLASSROOM; IMPACT;

D O I：

10.3390/su131911070

中图分类号：

X [环境科学、安全科学];

学科分类号：

08 ; 0830 ;

摘要：

Due to the COVID-19 pandemic, schools and universities across the world have had to switch to online learning, which is offered either synchronously or asynchronously. This study examined the role of self-regulation on students' performance in each of these modes by comparing the use of self-regulation skills between high and low achievers in each mode and assessing the relationships of using these skills with students' performance. The data were collected from students who enrolled in a data structures course in fall 2020 in either synchronous or asynchronous mode. The results show that self-regulation is an essential factor for learners' success in both modes of online learning. However, there was a variance of using self-regulating learning strategies between students in synchronous and asynchronous modes.

引用

页数：12

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