An Assessment of Undergraduate Students' Self-Regulated Online Learning Status in Emergency Remote Learning Period: An Example of EMU Faculty of Education

The emergence of the Coronavirus (Covid-19) pandemic has seriously affected education as it has affected many diverse fields around the world. As a result of this condition, many educational institutions made a quick transition to emergency remote learning, hence lessons were pursued online. As a result of this, students took their courses online in this process. The concept of self-regulated online learning has become an important concept during the emergency remote learning period. The aim of this thesis is to examine the self-regulated online learning status of undergraduate students studying at the Faculty of Education, Eastern Mediterranean University during the emergency remote learning period. The study was conducted as a quantitative research. For data collection tool, the “Self-Regulated Online Learning Questionnaire (SOL-Q)” developed by Jansen, Van Leeuwen, Janssen, Kester, and Kalz (2017), which was later adapted into Turkish by Yavuzalp and Özdemir (2020) was utilized. As a result of this study, it was determined that the general status of students' selfregulated online learning is good. In addition, the findings show that based on the subdimensions the self-regulated online learning status of students in respect to their metacognitive skills and time management is average; while environmental structuring, persistence and help seeking are good. In addition, when the self-regulated online learning status of the students were examined in terms of students with and without previous online learning experience, it was determined that their status was good in both groups. In other words, it was revealed that previous online learning experience did not generally make a difference on students' self-regulated online learning status. When the online learning experiences of the students were compared in terms of sub dimensions, it was seen just in the time management sub-dimension, the students who had previous online learning experience were in good condition, while the students who were inexperienced in online learning could be described as average. Except for the time management sub dimension, there was not detected any noticeable difference between the two groups (with and without online learning experience).