Teaching method

Creativity

Mathematics education

Social psychology

Originality

Experiential learning

Computer science

Coronavirus disease 2019 (COVID-19)

Educational technology

Psychology

Value (mathematics)

Cooperative learning

Infectious disease (medical specialty)

Artificial intelligence

Medicine

Synchronous learning

Knowledge management

Active learning (machine learning)

Social learning

Disease

Online learning

Learning sciences

Machine learning

Self-regulated learning

Pathology

Multimedia

Information and Learning Sciences

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Self-regulated learning in online learning environments: strategies for remote learning