The Relationship between Synchronous and Asynchronous Learning and Self-Directed Learning in the Remote Teaching Environment

With the advent of COVID pandemic, teaching and learning moved online synchronous asynchronous modes education became more commonplace. Yet, in such a scenario, role played by learners becomes even vital, since they need to become dependent on themselves as adapt learning. In light this, study aimed explore relationships between SDL that prevalent during after pandemic. The used quantitative research methodology included de-scriptive statistics, comprising 39-item survey. statistical assumptions for all variables were examined means applying four competing struc-tural equation models (SEM) explain associations remote (“RTL”) (“SDL”) also find one model best explained these relationships. A parametric correlation (Pearson's coefficient) was examine variables. study’s findings reveal significant relationship independent methods related students skills, i.e., self-management, self-monitoring motivation. etc. researchers rec-ommend continue studying some their key courses, returning normal, improve skills.