Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition

Authors

• Somesh Roy, Marquette UniversityFollow
• Amber Young-Brice, Marquette UniversityFollow
• Jenna Lassila, Marquette University
• Brandon Kyle Johnson, Texas Tech University Health Sciences Center

Document Type

Article

Publication Date

2024

Publisher

Taylor & Francis

Source Publication

College Teaching

Source ISSN

8756-7555

Abstract

In Spring 2020, engineering faculty transitioned to emergency remote instruction due to COVID-19. This mixed-methods study was done to understand the correlation between self-regulated learning and how students experienced the emergency transition to remote learning. The participants were from an upper-level engineering course, with 33 students surveyed four times during the semester. Seven students were interviewed after the semester. Findings revealed that during the transition to remote learning, students perceived less change if they had higher degrees of self-regulation. The qualitative analysis also revealed that transparency in learning and teaching also played an important role in students’ perceptions.

Comments

Accepted version. College Teaching, Vol. 72, No. 4 (2024): 244-258. DOI. © 2024 Taylor & Francis Group, LLC. Used with permission.

Recommended Citation

Roy, Somesh; Young-Brice, Amber; Lassila, Jenna; and Johnson, Brandon Kyle, "Emphasizing Self-Regulation in Teaching: Reducing Disruption to Students’ Learning during Unplanned Instructional Mode Transition" (2024). College of Nursing Faculty Research and Publications. 1160.
https://epublications.marquette.edu/nursing_fac/1160