# data[].attributes.headline
Learning Curves in Covid-19: Student Strategies in the 'new normal' 

# data[].attributes.subject
Learning Curves in Covid-19: Student Strategies in the 'new normal' 

# data[].attributes.headline
Learning Curves in Covid-19: Student Strategies in the 'new normal' 

# data[].attributes.subject
Learning Curves in Covid-19: Student Strategies in the 'new normal' 

# data[].attributes.headline
Self-Regulation in a Web-Based Course: A Case Study 

# data[].attributes.subject
Self-Regulation in a Web-Based Course: A Case Study 

# data[].attributes.headline
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.subject
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.body
Time management may be aided by a range of skills, tools, and techniques used to manage time when accomplishing specific tasks, projects and goals complying with a due date. (like planning, allocating, setting goals, delegation, analysis of time spent, monitoring, organizing, scheduling, and prioritizing).

# data[].attributes.headline
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.subject
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.body
A key level in online learning mentioned in Maslow’s hierarchy of needs is Level 3, relationships. In online classes we see an abstinence of face-to-face interactions in which is attempted to be done through other means like discussion boards, emails, course slack chat and personal chats.

# data[].attributes.headline
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.subject
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.body
It is important to note that in order to arrive at Level 5 (self-actualization), students must reach each successive prior level (Milheim 2012).

# data[].attributes.headline
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.subject
Toward a Better Experience: Examining Student Needs in the Online Classroom through Maslow’s Hierarchy of Needs Model (CGG)

# data[].attributes.body
Abraham Maslow’s hierarchy of needs model includes five levels respectively: physiological needs, safety needs, belonging, esteem, and self-actualization. A famously known model in psychology that has paved the way for research on self-fulfillment in education (Milheim 2012).

# data[].attributes.headline
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.subject
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.body
A study conducted by Balamurugan on a structure for measuring student’s time management found that there are four important factors in time management: ‘Scheduling & Prioritizing', 'Planning & Goal Setting', 'Reviewing & Record Keeping' and 'Organizing & Controlling' (Balamurugan 2013).

# data[].attributes.headline
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.subject
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.body
3. Students invested more time and effort into their self-study (Overwhelmers)

# data[].attributes.headline
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.subject
STRUCTURE OF STUDENT TIME MANAGEMENT SCALE (STMS) (CGG)

# data[].attributes.body
There are two indispensable keys to Time Management: the ability to set priorities and the ability to concentrate single-mindedly on one thing at a time (Balamurugan 2013).

# data[].attributes.headline
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.subject
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.body
There are three different types of engagements: behavioral, cognitive and affective. All three types of engagements including ACE are important for students to be able to reach independent engagement (Borup et al. 2020).

# data[].attributes.headline
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.subject
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.body
2. Students had difficulties managing their time, attention, and resources as a result of the shift to online learning

# data[].attributes.headline
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.subject
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.body
According to Borup et al. (2020) the ACE framework shows how each student's ability to engage in learning activities depends on that student’s characteristics, personal environment and course environment.

# data[].attributes.headline
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.subject
Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic 

# data[].attributes.body
1. Students differed in their ability to adapt to emergency remote learning. This resulted in Adaptation Profiles based on student self-regulation processes developed as a result of crisis: Adapters, Overwhelmed, Surrenders, Maintainers

# data[].attributes.headline
Self-Regulation in a Web-Based Course: A Case Study 

# data[].attributes.subject
Self-Regulation in a Web-Based Course: A Case Study 

# data[].attributes.body
1. Students used and adapted a variety of self-regulating techniques in a web-based course room that would have been used in a traditional classroom.

# data[].attributes.headline
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.subject
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis (CGG)

# data[].attributes.body
The Academic Communities of Engagement (ACE) is a framework that identifies two communities that can contribute to support students’ engagement: course community (those affiliated with the course) and personal community (those having long-standing relationships with the student) (Borup et al. 2020).