Understanding the Context of Self-Regulated Learning in the Virtual Learning Environment Among Non-STEM Students

In history, crises have transformed society itself. Covid-19 with the self-isolation and travel restrictions forced digital transformation. As a result of this, the adoption of virtual learning accelerated in an unprecedented manner in the education sector. Inevitable transformation provides lots of challenges and opportunities for teachers and learners. Reducing face-to-face interaction and peer interaction demands high self-regulation in learning. Time and resource management play a wide role in virtual learning. Self-Regulated Learning (SRL) allows learners to complete courses with high grades. This study investigates SRL among non-STEM students using a Virtual Learning Environment (VLE). This study utilizes Humanities and Social Science students from the Faculty of Arts and Culture with Information Communication Technology specializing from the state university. The study shows that the number of interactions with VLE does not impact academic performance. Further, this study confirmed that the students have more interest in learning in the starting days of the module and it is reducing with time. Unfortunately even as the final exam approaches interest in the module is reduced. Further, students are more interested to learn in the weekdays than during the weekend. Students habitually access the VLE during the lecture to check the updates. Most of the students are taking the “path of growth” rather than selecting the “well-being path” to pass the exams in the online environment. In addition, these findings can serve as a roadmap for academics to design their course modules.