The main objective of the present research was to explore students’ ex-periences of emergency remote teaching during the Covid-19 pandemic. Specifically, we were interested in how strategies for coping with an emer-gency situation, learning strategies and positivity relate to this experience. A total of 337 university students participated in the study. The data were collected with an online questionnaire. The results show that students used more adaptive coping strategies (positive reappraisal, acceptance and refocus on planning) and fewer maladaptive strategies (blaming others, catastrophising). Furthermore, students reported the frequent use of two self-regulated learning strategies, i.e., environment structuring and goal setting, and the less frequent use of task strategies. Self-regulation and positivity explained a total of 40% of the variance of the students’ expe-rience during the pandemic. Important predictors for more constructive experience were the frequent use of goal setting and environment struc-turing strategies, more pronounced positivity, and less frequent use of the catastrophising coping strategy. The research findings contribute to a bet-ter understanding of students’ emergency remote teaching and learning experience during the pandemic and its correlates. Moreover, the findings could enable academic staff to focus on the essential elements when sup-porting students to cope with the pandemic.
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