Learning during emergency remote teaching: how second-years self-regulate their learning in flipped online classes.

The sudden shift to emergency remote teaching as a result of the COVID-19 pandemic impacted students’ motivation, academic outcomes (Oliveira et al., 2021; Bryson & Andres, 2020; Farrell & Mason, 2021) and their well-being as students struggled with their mental health (Aguilera-Hermida, 2020; Almendingen et al., 2021; Gillis & Krull, 2020). The second-year cohort is known to struggle with their learning (Kyndt et al., 2017; Milsom, 2015; Stewart & Milsom, 2015; Virtue et al., 2017; Zaitseva et al., 2015) and experience mental health issues at higher levels than students in other years of study because of increased expectations of academic performance and financial pressures (Liu et al., 2019). Self-regulated learners take a deliberate approach to their learning by setting goals and monitoring their emotions, beliefs and behaviours to achieve their goal(s), and influences academic performance (Jackson, 2018). The challenges students face in their learning increase if they are in their second-year of study and influenced by learning experiences during a pandemic. This study examines the ways second-year students’ self-regulate their learning in flipped online classes during emergency remote teaching.