In the light of the Covid-19 pandemic, the role of the self-regulated learning (SRL) is gaining in importance. In a situation of forced distance learning, prior learning skills, strategies and self-discipline played a major role. Also, flexibility in new and unfamiliar situations allowed students to focus on their learning goals. The impact of the learning environment designed by the teacher should not be underestimated. The student's readiness for distance learning, and the skills previously acquired for independent learning, depended to a large extent on the teacher's actions during previous contact learning.

In the spring of 2021, Estonian Ministry of Education and Research offered 12th grade students an opportunity to attend free distance education courses at universities to bridge the gaps and support preparation for state examinations. Based on interviews with participants in this mathematics course, this paper discusses self-regulated learning strategies adopted in distance and hybrid learning situations and how self-regulated learning influenced Estonian high school students’ views of learning mathematics during the pandemic.

Online interviews were carried out with 30 students of the 12th grade after the state mathematics exam.

The qualitative content analysis revealed that self-regulated learners had minimal amount of problems during distance learning because of their self-discipline. They studied daily on their own, with a friend or in small groups without the guidance of a teacher, took summaries of what they were learning and searched for additional material on the internet.

The advantages of distance learning, as identified by self-regulated learners, are the possibility to plan their own time, to work at a pace and volume that suits them (to go deeper, to work harder). A self-regulated learner may need time to absorb and work at his or her own pace.

If self-regulation was difficult for the student, problems in time planning and meeting deadlines were identified as bottlenecks in distance learning. Compared to conventional learning, there were greater difficulties in focusing attention on what was being learnt and motivating oneself to work.