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

中文翻译：

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COVID-19时代基于ICT教学的三种不同模式下的大学生自主学习行为：以锁定学习为例

本文探讨了匈牙利第一波 COVID-19 大流行（2020 年 3 月至 6 月）期间匈牙利大学生的自主学习行为。根据 Tassinari (2015) 的学习者自主性动态模型的行动导向维度，使用自行开发的问卷调查学习者自主性的某些方面。本论文旨在调查匈牙利大学生在 2020 年第一波 COVID-19 流行病期间如何在三种基于信息和通信技术 (ICT) 的教学模式中调节学习过程。基于对目标设定、学习过程管理和效率监控等构成的定量研究，研究人员通过锻炼学习者自主性来检验学生的适应能力，应对改变的学习环境带来的挑战。研究结果还表明，参与者对三种教学模式有不同的看法，学生对学习自主权的锻炼影响了他们对这些基于信息通信技术的教学模式的看法。