Measuring the Impact of COVID-19 Induced Campus Closure on Student Self-Regulated Learning in Physics Online Learning Modules

TL;DR

This study analyzes how COVID-19 campus closures affected university students' self-regulated learning in physics online modules, revealing changes in planning but not in completion outcomes or reflection behaviors.

Contribution

It provides empirical evidence on the specific behavioral changes in students' self-regulation during pandemic-induced online learning transitions.

Findings

Campus closure altered planning and goal setting behaviors.

No significant impact on assignment completion time or outcomes.

Students maintained timely completion despite the shift to online learning.

Abstract

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.