Virtual classrooms and self-regulation of learning in time of the COVID-19 pandemic

Abstract

The appearance of a new COVID-19 virus has generated radical changes in our lifestyle and in the educational field; education became a great challenge, the need to use technology for remote learning and the student's attitude towards to this new context. This research aims to determine the  between virtual classrooms and self-regulation of learning in times of the COVID-19 pandemic in EBR students. The methodology is quantitative approach, design is nonexperimental, the method was hypothetical deductive of transactionalcorrelational type with a population of 110 students; The survey technique was carried out and adapted according to the objective of the research, to certify the validity and reliability, it passed through expert judgments, the reliability of the Kr20 coefficient being high (Virtual classrooms 0.75 Selfregulation of learning 0, 78 ). It was determined that there is a correlation between both variables, because the virtual classroom favors the student in their learning process as long as the virtual classroom has the respective mediation and interaction between the students and the teacher; likewise, the student regulates her attitudes and makes assertive decisions to achieve their learning