دورية أكاديمية
'This Weird Time We're In': How a Sudden Change to Remote Education Impacted College Students' Self-Regulated Learning
| العنوان: | 'This Weird Time We're In': How a Sudden Change to Remote Education Impacted College Students' Self-Regulated Learning |
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| اللغة: | English |
| المؤلفون: | Hensley, Lauren C. (ORCID |
| المصدر: | Journal of Research on Technology in Education. 2022 54(1):S203-S218. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| الواصفات: | Educational Change, Distance Education, College Students, Student Attitudes, Self Control, Learning Strategies, COVID-19, Pandemics, Psychological Patterns, Learner Engagement, Burnout, Teacher Student Relationship, Caring, Electronic Learning |
| DOI: | 10.1080/15391523.2021.1916414 |
| تدمد: | 1539-1523 |
| مستخلص: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1332234 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1539-1523 |
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| DOI: | 10.1080/15391523.2021.1916414 |