Relationship between Students' Use of Self-Regulated Learning Strategies and Planning in University Online Classes

Abstract

In this study, we asked university students about the status of self-regulated learning by taking online classes in the second semester of 2020. As a result, the following three points were clarified. (1) Students who thought that "e-learning is good in that they can study systematically and carefully by themselves" used more strategies to devise their own learning. Students who thought that "e-learning is monotonous and not enough" tended not to use strategies to maintain their learning motivation by distinguishing between study and other time. (2) There was no difference in e-learning orientation or use of self-regulated learning strategies depending on whether the students had friends with whom they could discuss their learning. (3) There were two types of students: those who fixed their study time based on timetables, and those who took their study time fluidly based on assignment deadlines. In both cases, students who self-regulated were able to study more smoothly. The results suggest that, to promote successful learning, it is effective to make a timetable-based learning plan, to grasp and visualize tasks, and to set up days to work on unfinished tasks and rest days.