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

Author

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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)

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.

Suggested Citation

  • Saleh Alhazbi & Mahmood A. Hasan, 2021. "The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning," Sustainability, MDPI, vol. 13(19), pages 1-12, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:11070-:d:651140
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    References listed on IDEAS

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    1. Keith Duncan & Amy Kenworthy & Ray McNamara, 2012. "The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses," Accounting Education, Taylor & Francis Journals, vol. 21(4), pages 431-449, February.
    2. Fernando Ferri & Patrizia Grifoni & Tiziana Guzzo, 2020. "Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations," Societies, MDPI, vol. 10(4), pages 1-18, November.
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    Cited by:

    1. Qiuju Zhong & Ying Wang & Wu Lv & Jie Xu & Yichun Zhang, 2022. "Self-Regulation, Teaching Presence, and Social Presence: Predictors of Students’ Learning Engagement and Persistence in Blended Synchronous Learning," Sustainability, MDPI, vol. 14(9), pages 1-18, May.
    2. Xiaoqi Wang & Lianghong Hui & Xin Jiang & Yuhan Chen, 2022. "Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation," Sustainability, MDPI, vol. 14(23), pages 1-21, November.

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