Self-Regulated Learning in Remote Environments: Perspectives of University Professors and Students

Abstract

This qualitative study with a phenomenological design explored the perceptions of 22 professors and 14 university students at an institution in southern Chile regarding the teachinglearning process in remote mode and self-regulated learning. Data collection techniques included semi-structured interviews with professors and individual/group focus interviews with students. The thematic content analysis technique guided by self-regulated learning models was employed. The results highlight the importance of scheduling as a key tool in planning, the diversification of pedagogical strategies to promote self-regulation, and the general difficulties of the virtual context affecting student motivation and engagement. Furthermore, it emphasizes the adaptation of professors through innovative strategies, authentic assessment in remote settings, and specific challenges such as academic dishonesty. Students express a preference for face-to-face mode and face stress in remote assessments. This study provides a comprehensive view of the complexities and opportunities in remote teaching, contributing to understanding self-regulated learning in this context.