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This study investigated second- and third-year science students’ perceptions of the effectiveness of their learning practices during the COVID-19 pandemic. The study focused on the concept of active learning, with special attention paid to self-regulation and self-direction. The data collected through mixed research methods provided evidence of students’ flexible adjustment to the exceptional circumstances. However, the data also revealed a relatively limited range of learning strategies reported by respondents. Thus, this paper identifies an important need for further investigation of students’ practices to enhance their awareness of learning strategies, as a way of becoming active learners. Finally, the study also made salient the need for teacher training in effective teaching strategies, as a complementary strategy to promote students’ active learning. The conclusions from the study reach beyond the current circumstances, as they suggest implications for learning design in terms of educators’ training and designing for active learning.

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