  This paper examines the impact of COVID-19 induced campus closure on
university students' self-regulated learning behavior by analyzing click-stream
data collected from student interactions with 70 online learning modules in a
university physics course. To do so, we compared the trend of six types of
actions related to the three phases of self-regulated learning before and after
campus closures and between two semesters. We found that campus closure changed
students' planning and goal setting strategies for completing the assignments,
but didn't have a detectable impact on the outcome or the time of completion,
nor did it change students' self-reflection behavior. The results suggest that
most students still manage to complete assignments on time during the pandemic,
while the design of online learning modules might have provided the flexibility
and support for them to do so.
