Self-Regulation in a Self-Paced Learning Environment towards a more Engaged Engineering Students in One State University

The flexible learning implementation due to the educational shift brought by the COVID-19 pandemic conditioned learners to study by themselves. This study is focused on analyzing how established among engineering students is self-regulation in a self-paced learning environment and how it influences their engagement in learning online. This study is a descriptive and correlational research design participated by 23 Computer Engineering and 53 Electronic and Communication Engineering students using adopted research instruments. Based on the result of the study, it was depicted that the engineering students have established self-regulated learning in a self-paced learning environment when it comes to goal-setting, managing the physical environment, and effort regulation but with moderately established learning on help-seeking and applying self-study strategies. Moreover, whenever they are in synchronous and asynchronous learning mode, they ensure that they are engaged through mechanisms of peer collaboration and are moderately engaged when it comes to psychological motivation, cognitive problem-solving interaction with instructors, community support, and use of learning management. The statistical analysis found that there is a positive significant relationship between the establishment of self-regulated learning and the learning engagement of the engineering students in a self-paced learning environment. It is suggested in the study that when students are given the opportunity to work at their own pace, considering that there is an established environment where they can work appropriately as an individual learner, it can help them be more engaged in doing the task given to them by their teachers.