NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1457018
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1756-1108
Self-Regulated Learning Strategies for Success in an Online First-Year Chemistry Course
Langanani Rakhunwana; Angelique Kritzinger; Lynne A. Pilcher
Chemistry Education Research and Practice, v26 n1 p300-314 2025
During their first year of study at university, many students encounter challenges in developing learning strategies that align with success in the courses in which they are enrolled. The emergence of the COVID-19 pandemic heightened the challenges as universities were compelled to transition to online learning. Therefore, this study investigated the self-reported use of learning strategies in a first-year chemistry course delivered online due to the COVID-19 pandemic to identify learning strategies associated with success. Grounded in self-regulated learning (SRL) theory, a case study approach with an explanatory mixed methods design was adopted. Quantitative data were collected using a hybrid of the Motivated Strategies for Learning Questionnaire and the Online Self-regulated Learning Questionnaire. Follow-up open-ended questions were emailed to the students for the qualitative part of the study. Statistical analysis of the quantitative data was performed using SPSS and RUMM2030, while thematic analysis was applied to the qualitative data. Students reported more frequent use of SRL strategies of environment structuring, effort regulation, and elaboration. Conversely, critical thinking, task strategies, help-seeking, and peer learning were reportedly used less often. SRL strategies linked with success in the course were identified as effort regulation, goal setting, and time management. The findings from the qualitative data revealed an impact of online learning due to the pandemic on the use of peer learning and help-seeking strategies. The paper discusses the implications of these findings for educational practices, particularly in the context of hybrid learning in the post-pandemic era.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A