Self-regulation strategies used by university students in virtual environments and academic satisfaction achieved in a pandemic

Abstract

Current university education requires students who are increasingly self-regulated in their learning and achieve academic satisfaction, especially in the current pandemic conditions where synchronous hours or in front of the teacher have decreased. The objective of this research was to identify the self-regulated learning strategies used by university students and analyze their relationship with academic satisfaction in virtual learning environments. A mixed approach was used, measuring the self-regulation strategies used, academic satisfaction and satisfaction with the virtual experience in 214 university students and then a focus group with 12 students was carried out to deepen the answers. The results showed medium levels of self-regulation, high academic satisfaction and low satisfaction with the virtuality experience; Academic satisfaction can be predicted from self-regulation strategies, but the predictors are different according to the student's experience with virtuality. The importance of preparing strategies to reinforce self-regulation, collaborative work and motivation in the student, as well as feedback from the teacher, particularly in the face of emergency teaching adopted in the context of a health crisis, is concluded.