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

Author

Listed:
  • 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

    as
    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. Fatemeh Cheraghi & Mehrak Rahimi, 2024. "Effects of Homework Policy on EFL Literacy Development in Emergency Remote Learning: A Focus on Academic Self-Regulation," SAGE Open, , vol. 14(1), pages 21582440241, February.
    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.
    3. Siti Nurul’Ain Hj Zaiton & Zahari Abu Bakar & Ahmad Khudzairi Khalid & Millaa-Armilla binti Asli & Nurisya Mohd Shah & Lidya Ayuni Putri, 2025. "An Investigation of the Influence of Social Presence in Online Group Activity," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(8), pages 7643-7656, August.
    4. 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.

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