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

Saleh Alhazbi and Mahmood A. Hasan
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Saleh Alhazbi: Department of Computer Science and Engineering, Qatar University, Doha 2713, Qatar
Mahmood A. Hasan: Institutional Research and Analytic Department, Qatar University, Doha 2713, Qatar

Sustainability, 2021, vol. 13, issue 19, 1-12

Abstract: 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.

Keywords: online learning; synchronous learning; asynchronous learning; self-regulated learning; transactional-distance theory (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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