Abstract:

The Covid-19 pandemic has forced many schools and universities around the world to shift into remote learning. In Malaysia, the situation has posed various challenges including the learners’ academic and emotional struggles to adapt with the unprecedented situation. Based on Pintrich’s Self-Regulated Learning (SRL) Model and Metacognitive and Affective Model of Self-regulated Learning (MASRL), this study examines a group of Malaysian learners’ self-regulation in coping with their academic at home. Data from Online Self-regulated Learning Questionnaire (OSLQ) and interview were collected from the learners. Learners were inquired on aspects of SRL such as goal setting, task strategies, time management and self evaluation. They were also interviewed with regard to metacognitive and affective aspects. Findings show that apart from self-regulatory skills, the learners’ emotions also contribute to task performance and achievement. Results of the study would assist educators and instructors in promoting effective self-regulation in their remote learning classes.

Keywords:

Self-regulated learning, remote learning, metacognitive strategies, affective strategies.