Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

Ejubović, Adisa; Puška, Adis

doi:10.34105/j.kmel.2019.11.018

Cited by 41 publications

(35 citation statements)

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“…Learning strategies included factors such as metacognitive strategies (Ejubovic & Puška, 2019), self-directed learning (Kirmizi, 2015), self-regulation , time spent online per week (Kuo et al, 2013), study behavior (Divjak et al, 2018), and study environment (Choi, 2016).…”

Section: Learner-related Satisfaction Themes and Factorsmentioning

confidence: 99%

Developing an online learner satisfaction framework in higher education through a systematic review of research

Martin

Bolliger

2022

Int J Educ Technol High Educ

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Satisfaction is a critical aspect of student success in online education. In this systematic review, we examine 98 articles which studied various aspects of online learner satisfaction. We specifically analyzed publication patterns, context, research methodology, research instruments, and research themes and factors pertaining to online learner satisfaction research. Among these 98 studies, the journal Internet and Higher Education published the highest number of articles (n = 8), and the majority of studies were conducted in the United States (n = 37). Thirty five percent of the studies were conducted with undergraduate students. The majority of the studies (89%) was quantitative, 68% were descriptive, and 94% used surveys. Learner characteristics was the most examined theme, followed by engagement and course delivery. Program quality, assessment, and learner support were some of the themes that were least studied. In 46 studies researchers adopted or modified existing items or instruments to measure student satisfaction. The framework benefits both online learning practitioners and researchers.

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Section: Learner-related Satisfaction Themes and Factorsmentioning

confidence: 99%

Developing an online learner satisfaction framework in higher education through a systematic review of research

Martin

Bolliger

2022

Int J Educ Technol High Educ

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“…In online learning environments, students are supposed to take more responsibilities and autonomy [36], especially in asynchronous learning contexts [37]. Learners that have better self-regulatory skills are more likely to succeed in online learning environments [38][39][40].…”

Section: Factors Contributing To Student Satisfaction and Academic Ac...mentioning

confidence: 99%

“…Setting a goal entail deciding on a precise aim that will serve as a guide and direction for a student as they progress through their educational journey. Goalsetting was identified as strongly connected to academic achievement on online learning [18][49], had an direct and indirect impact on achievement and satisfaction [56][57], with the exception of a study by Ejubovic and Puska [36]. Based on the aforementioned literature review, the following hypotheses were proposed: ─ H8: Goal-setting (GS) directly affects Student Satisfaction (SS) ─ H9: Goal-setting (GS) directly affects Academic Achievements (AA) Elaboration (EL).…”

Section: Factors Contributing To Student Satisfaction and Academic Ac...mentioning

confidence: 99%

Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam

Dinh¹,

Nguyen²

2022

Int. J. Emerg. Technol. Learn.

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The unexpected prolonged expansion of the Covid-19 pandemic has urged nu-merous educational institutions worldwide, including Vietnam, to offer online courses. Identifying factors that impact student satisfaction and academic achievement, hence, becomes crucial in online learning environments. The current study examines the impact of students' self-regulated learning and Internet self-efficacy on these two learning outcomes in an online environment. The proposed research model consists of two exogenous variables including students' Internet self-efficacy and self-regulated learning, and two endogenous variables, namely students' satisfaction and academic achievement. 710 students from four universi-ties in Vietnam voluntarily participated in this study by completing an online sur-vey questionnaire. The data analysis was performed by Partial Least Square Structural Equation Modeling (PLS-SEM). The results indicated that Internet self-efficacy, goal setting, and help-seeking have direct positive effects on both student satisfaction and academic achievement. Self-evaluation positively affected student satisfaction while it did not have an impact on student academic achieve-ment. Elaboration, environment structuring, and task strategies did not have a sta-tistically significant relationship with student satisfaction as well as their academic achievement. Students' satisfaction has a direct positive impact on their academic achievement. Pedagogical implications and limitations of the study are also deduced.

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“…A change in the learning model can affect student Self-Regulation Learning (SRL) (Viberg et al 2020). Good SRL skills will determine achievement or learning outcomes (Ejubovic & Puška 2019).…”

Section: Introductionmentioning

confidence: 99%

Improving Assessment and Evaluation Strategies on Online Learning

Wonorahardjo¹,

Karmina²,

Habiddin³

2022

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ICLI is an annual International Conference on Learning Innovation (ICLI) hosted by Universitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner's capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement.This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today's era.

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Impact of self-regulated learning on academic performance and satisfaction of students in the online environment

Cited by 41 publications

References 0 publications

Developing an online learner satisfaction framework in higher education through a systematic review of research

Developing an online learner satisfaction framework in higher education through a systematic review of research

Impact of Internet Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Achievement in Online Learning: A Case Study in Vietnam

Improving Assessment and Evaluation Strategies on Online Learning

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