Coping with the Transition to Remote Instruction: Patterns of Self-Regulated Engagement in a Large Post-Secondary Biology Course

Autor/inn/en	Hilpert, Jonathan C.; Bernacki, Matthew L.; Cogliano, MeganClaire
Titel	Coping with the Transition to Remote Instruction: Patterns of Self-Regulated Engagement in a Large Post-Secondary Biology Course
Quelle	In: Journal of Research on Technology in Education, 54 (2022), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1936702
Schlagwörter	COVID-19; Pandemics; Self Management; Student Motivation; Barriers; School Closing; Distance Education; Online Courses; Student Behavior; Undergraduate Students; Coping; Biology; College Science; Self Efficacy; Psychological Patterns; Student Responsibility; Expectation; Value Judgment; Student Attitudes; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Selbstmanagement; Schulische Motivation; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Student behaviour; Schülerverhalten; Bewältigung; Biologie; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Werturteil
Abstract	The COVID-19 disruption presented considerable challenges for university students, requiring the sudden need for increased engagement in remote learning environments and the ability to cope with academic and familial demands. To examine how students self-regulated their learning during the disruption, we surveyed undergraduates (n = 226) enrolled in four sections of a large biology course once during the first week of the semester, immediately after the disruption, and through the end of the semester. The results indicated significant decreases in student motivation, increases in students' perceived costs, and quadratic changes in self-reported coping strategies and mental depletion during disrupted learning. In a final model, students' self-efficacy and perceptions of cost, as well as feelings of anger and personal responsibility for family combined to form a parsimonious set of predictors that explained variance in course performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01