This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.

Introduction: Online learning platforms potentially increase student engagement and interactivity, thus contributing toward enhancing students' satisfaction with distance learning. The main aim of this research is to investigate the efficacy of an interventional online module based on Moore transactional distance theory on students' learning autonomy and satisfaction regarding the utilization of distance learning. Materials and Methods: An experimental design was conducted with a stratified random sample of 100 students (50 control and 50 intervention) from the University College of Applied Sciences, Palestine. Three tools were applied in this study: the DELES instrument, which was given to the intervention group, another validated tool that was given to the control group and an achievement test that was introduced to both groups. The intervention included educational and training sessions that were given in the environment of online learning after the student's baseline assessment. Results: It was noted that there was a significance difference in the domain of instructor support before and after the intervention within the intervention group. It was also observed that there was no significant difference (NSD) in the mean scores for students' collaboration and interaction, satisfaction and learning autonomy within the intervention group before and after the intervention. Moreover, there was NSD in mean scores for remembering, understanding or application among two groups (control and intervention) before and after the intervention, whereas it was a significant difference in the mean analysis score among the intervention and the control group before and after the intervention.

The use of online social networks (OSNs) has increasingly attracted attention from scholars’ in different disciplines. Recently, student behaviors in online social networks have been extensively examined. However, limited efforts have been made to evaluate and systematically review the current research status to provide insights into previous study findings. Accordingly, this study conducted a systematic literature review on student behavior and OSNs to explicate to what extent students behave on these platforms. This study reviewed 104 studies to discuss the research focus and examine trends along with the important theories and research methods utilized. Moreover, the Stimulus-Organism-Response (SOR) model was utilized to classify the factors that influence student behavior. This study’s results demonstrate that the number of studies that address student behaviors on OSNs have recently increased. Moreover, the identified studies focused on five research streams, including academic purpose, cyber victimization, addiction, personality issues, and knowledge sharing behaviors. Most of these studies focused on the use and effect of OSNs on student academic performance. Most importantly, the proposed study framework provides a theoretical basis for further research in this context.

Background: E-learning is increasingly becoming a preference in higher education institutions worldwide; this is intended to assist educational institutions in achieving objectives to meet the proportion of individuals with their educational opportunities. Nevertheless, instructors and students frequently have concerns with their capacity to succeed in E-learning environments.Objectives: This study aimed to presents common eLearning challenges in regard to e-learning courses structure and its relations to various factors, for instance; students' autonomy, prior knowledge and experience, students-students dialogue, and students-instructor dialogue, and proposes solutions to these challenges based on the transactional distance theory. Moreover, this study presents evidence from Abuhassna et al. / Contemporary Educational Technology, 2022, 14(1), ep338 / 23Malaysian higher institutions based on theoretical models for e-learning course structure and its relations to the factors mentioned above.Methods: Data have been collected from 680 university learners all over Malaysia. Data were then examined using exploratory factor analysis, confirmatory factor analysis, and structural equation modelling employing Smart PLS 3.0 software. Results and conclusion:Research findings indicated that e-learning course structure was affected by all dimensions of overall path analysis findings: student autonomy, students background, student-instructor dialogue, and student-student dialogue. However, the e-learning course structure showed insignificant with students' prior experience.Implications: Implications for universities are discussed accordingly. Such findings provide vital support to the integrative association among collaborative control (CC) and transactional distance theory (TDT) regarding e-learning environments experience, which might support universities administrators in the higher education industry to implement, plan and evaluate online learning platforms applications in their institutions.

Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore's transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students' background, students' experience, students' learning autonomy, students' dialogue with their instructor, and students' satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students' background, students' experience, students' learning autonomy, and students' dialogue there were positive and significant relationship with students' satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create webbased courses that would increase students' autonomy and satisfaction in the Web-based learning settings.