What Makes Online Learning Effective from a Self-Regulated Learning Point of View

The transition to autonomous learning during the epidemic is a challenging and complex undertaking for educators and students. The purpose of this study is to determine the relationship between the five sub-variables of self-regulating learning and the student accomplishment index. This study employs the explanatory sequential design approach. The research sample was gathered at random. Data were collected from 500 samples of Yogyakarta State University students, totaling 29,451. Data gathering methods included an online questionnaire, interviews, and final exam results. The study's findings revealed that self-regulating online learning had an effect on students' cumulative achievement index with a Determinant Coefficient of 0.220. Self-regulated online learning goal formulation, environment structuring, task methods, time management, help-seeking, and self-evaluation all had a significant impact on the academic accomplishment index. The ability to define goals had the greatest contribution, while students' ability to seek aid was the least. Another aspect influencing the student accomplishment index is the psychological factor of students. More research is expected to improve the method of self-regulated online learning on the aid-seeking element.