Coping With the Transition to Remote Instruction: Self-Regulation and Depletion in a Large Postsecondary Biology Course

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

The COVID-19 disruption required a rapid transition to emergency, remote instruction for universities across the country (Hodges, et al., 2020). We administered a weekly check-in survey for 226 students enrolled in a gateway life sciences course beginning the week after the transition to remote instruction to monitor students’ self-regulated learning, motivation, depletion, and affect. Students who were able to maintain high levels of self-efficacy and make necessary sacrifices to support their learning were able to perform well in the course. A lack of regulation and decreased academic success was related to affective feelings of anger, familial demands, and increased activity during the transition.

Authors

• Jonathan C. Hilpert, University of Nevada Las Vegas

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• MeganClaire Cogliano, University of Nevada - Las Vegas