Presentation Title
Changes in Metacognitive & Self-Regulatory Strategies of Undergraduate Students During the COVID-19 Pandemic
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Start Date
26-7-2021 9:00 AM
End Date
27-7-2021 4:30 PM
Description
The attached presentation reports on initial findings from research conducted in the fall 2020 to investigate the influence of imposed online or blended learning on undergraduate students' metacognitive and self-regulatory skills. It compares student responses to questions which ask their opinion about their study strategies currently (fall 2020) in comparison to spring 2020 when the pandemic began and initiated imposed online learning. The study's strategies included their ability regarding: preparations/forethought with their academic work (e.g. setting goals); with their performance in applying self-regulatory skills; and their evaluation of their own strategies. Results generally found that students declined in forethought (goal orientation and self-efficacy) and also declined in grit and help-seeking behaviors. However, those declines may have prompted students to attempt to improve their time management and self-reflection.
Changes in Metacognitive & Self-Regulatory Strategies of Undergraduate Students During the COVID-19 Pandemic
The attached presentation reports on initial findings from research conducted in the fall 2020 to investigate the influence of imposed online or blended learning on undergraduate students' metacognitive and self-regulatory skills. It compares student responses to questions which ask their opinion about their study strategies currently (fall 2020) in comparison to spring 2020 when the pandemic began and initiated imposed online learning. The study's strategies included their ability regarding: preparations/forethought with their academic work (e.g. setting goals); with their performance in applying self-regulatory skills; and their evaluation of their own strategies. Results generally found that students declined in forethought (goal orientation and self-efficacy) and also declined in grit and help-seeking behaviors. However, those declines may have prompted students to attempt to improve their time management and self-reflection.