2021/01/14 by Tom Zhang, Zhang, Tom, Michelle Taub +3 · 1 citation
Computer Science · Psychology · Social Sciences · #COVID-19 and Mental Health #FOS: Physical sciences #Online Learning and Analytics #Online and Blended Learning #Physics Education (physics.ed-ph)
paper · pdf · doi:10.48550/arxiv.2101.05872
openalex publication_date 2021/01/14 · openalex created_date 2021/02/01 · openalex updated_date 2026/07/28
This paper examines the impact of COVID-19 induced campus closure on university students' self-regulated learning behavior by analyzing click-stream data collected from student interactions with 70 online learning modules in a university physics course. To do so, we compared the trend of six types of actions related to the three phases of self-regulated learning before and after campus closures and between two semesters. We found that campus closure changed students' planning and goal setting strategies for completing the assignments, but didn't have a detectable impact on the outcome or the time of completion, nor did it change students' self-reflection behavior. The results suggest that most students still manage to complete assignments on time during the pandemic, while the design of online learning modules might have provided the flexibility and support for them to do so.