Abstract

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.

摘要

本研究调查了在 COVID-19 全球大流行期间在线教学的突然变化对本科生参与自我调节学习的影响。使用反思性主题分析来检查大学生的书面回答，我们确定了四个主题来说明紧急远程学习的挑战：感觉脱节、不和谐和分心；在失去自主权和个人压力的情况下努力参与；经历学业负担和倦怠；并遇到导师的关心和漠视。这些发现的意义强调了学习环境和社会联系对大学生实施自我调节学习行为和策略的意愿和能力的重要性。