Abstract

In the wake of the global pandemic COVID-19 and restrictions on human-to-human contacts higher education institutions have turned to e-learning as a solution to keep teaching and learning going Indeed aside from allowing the continuation of education during situations like that the other argument supporting e-learning is because of its social constructivist pedagogy and effective self-regulated learning However the claim of self-regulated learning in the context of e-learning has not empirically been validated Thus based on responses from 116 individuals using a mixed-method approach we sought to evaluate the effect of the use of the Learning Management System on students self-regulated learning Our findings indicate that despite the advantages of convenience and access to materials provided the system did not appear to regulate students learning with significant challenges of unreliable internet connectivity lack of key functionalities and features ultimately impeding optimal use The study discusses these findings and draws implications for theory and practice