First-Year University Students' Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study

Autor/inn/en	Liebendörfer, Michael; Kempen, Leander; Schukajlow, Stanislaw
Titel	First-Year University Students' Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study
Quelle	In: ZDM: Mathematics Education, 55 (2023) 1, S.119-131 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liebendörfer, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-022-01444-5
Schlagwörter	Learning Strategies; College Freshmen; COVID-19; Pandemics; Self Management; Electronic Learning; Educational Resources; Peer Teaching; Mathematics Instruction; Mathematics Education; Student Attitudes + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studienanfänger; Selbstmanagement; Bildungsmittel; Peer group teaching; Peer Group Teaching; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Schülerverhalten
Abstract	When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students' learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students' success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01