Study on the Comparison and Mutual Influence of Online and Offline Self-Regulated Learning of High School Students in the Context of COVID-19

Objectives This study aimed to compare offline and online self-regulated learning of high school students in the context of COVID-19, and to examine the mutual influence between these two variables. Methods For this purpose, A study was conducted on 952 high school students across four schools located in A City and Y County of Chungcheongnam-do, measuring self-regulated learning and online self-regulated learning, sub-variables, academic achievement levels, and spot according to self-study time. For comparative research, correlation analysis, t-test, and one-way ANOVA were used through SPSS 22.0 version, and regression analysis was used to examine the mutual influence between offline self-regulated learning and its sub-variables and online self-regulated learning and its sub-variables. Results First, in the gender comparison, female students had significantly higher average scores in online self-regulated learning and online behavior control than male students. Second, in the academic achievement level comparison, offline self-regulated learning, cognitive control, behavior control, and online behavior control were statistically significant. Third, in the comparison of learning time based on self-study spots, the statistical results were significant in offline self-regulated learning, online self-regulated learning, and online behavior control. Finally, the results of the mutual influence study between offline self-regulated learning and online self-regulated learning showed that they influence each other in both directions, and the degree of influence was similar. Conclusions These findings suggest that teachers need systematic guidance according to the teaching method design and the learner's self-regulated learning ability so that high school students can actively use self-regulated learning and online self-regulated learning.