Next Article in Journal
Bioenergy Potential of Crop Residues in the Senegal River Basin: A Cropland–Energy–Water-Environment Nexus Approach
Next Article in Special Issue
Is It Possible for Young Students to Learn the AI-STEAM Application with Experiential Learning?
Previous Article in Journal
Green Transition: The Frontier of the Digicircular Economy Evidenced from a Systematic Literature Review
Previous Article in Special Issue
How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking
 
 
Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
Journals
Sustainability
Volume 13
Issue 19
10.3390/su131911070
sustainability-logo
Submit to this Journal Review for this Journal Propose a Special Issue
► Article Menu

Article Menu

share Share announcement Help format_quote Cite question_answer Discuss in SciProfiles
first_page
settings
Order Article Reprints
Font Type:
Arial Georgia Verdana
Font Size:
Aa Aa Aa
Line Spacing:
Column Width:
Background:
Article

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

by
Saleh Alhazbi
1,* and
Mahmood A. Hasan
2
1
Department of Computer Science and Engineering, Qatar University, Doha 2713, Qatar
2
Institutional Research and Analytic Department, Qatar University, Doha 2713, Qatar
*
Author to whom correspondence should be addressed.
Sustainability 2021, 13(19), 11070; https://doi.org/10.3390/su131911070
Submission received: 28 July 2021 / Revised: 3 September 2021 / Accepted: 5 September 2021 / Published: 7 October 2021
(This article belongs to the Special Issue Sustainable Educational Technology and E-learning)
Browse Figures
Versions Notes

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 online learning; synchronous learning; asynchronous learning; self-regulated learning; transactional-distance theory

Share and Cite

MDPI and ACS Style

Alhazbi, S.; Hasan, M.A. The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning. Sustainability 2021, 13, 11070. https://doi.org/10.3390/su131911070

AMA Style

Alhazbi S, Hasan MA. The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning. Sustainability. 2021; 13(19):11070. https://doi.org/10.3390/su131911070

Chicago/Turabian Style

Alhazbi, Saleh, and Mahmood A. Hasan. 2021. "The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning" Sustainability 13, no. 19: 11070. https://doi.org/10.3390/su131911070

APA Style

Alhazbi, S., & Hasan, M. A. (2021). The Role of Self-Regulation in Remote Emergency Learning: Comparing Synchronous and Asynchronous Online Learning. Sustainability, 13(19), 11070. https://doi.org/10.3390/su131911070

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Metrics

Back to TopTop