University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-Based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning

This paper explores Hungarian university students’ autonomous learning behaviors during the first wave of COVID-19 pandemic in Hungary (March-June 2020). A self-developed questionnaire was used to explore some aspects learner autonomy relying on action-oriented dimensions Tassinari’s (2015) dynamic model autonomy. The present aimed investigate how students regulated their processes epidemic 2020 with regards three Information and Communication Technology (ICT)-based teaching modes. Based a quantitative study constructs goal setting, management process monitoring efficiency, researchers examine what extent were capable adapting, through exercise autonomy, challenges posed by altered environment. Results also show that participants had different perceptions modes influenced perception these ICT-based