Interactions between learner’s beliefs, behaviour and environment in online learning: Path analysis

Abstract

Introduction: Although, several factors have been identified as significant determinants in online learning, the human interactions with those factors and their effect on academic achievement are not fully elucidated. This study aims to determine the effect of self-regulated learning (SRL) on achievement in online learning through exploring the relations and interaction of the conception of learning, online discussion, and the e-learning experience. Methods: A non-probability convenience sample of 128 learners in the Health Professions Education program through online learning filled-out three self-reported questionnaires to assess SRL strategies, the conception of learning, the quality of e-Learning experience and online discussion. A scoring rubric was used to assess the online discussion contributions. A path analysis model was developed to examine the effect of self-regulated learning on achievement in online learning through exploring the relations and interaction among the other factors. Results: Path analysis showed that SRL has a statistically significant relationship with the quality of e-learning experience, and the conception of learning. On the other hand, there was no correlation with academic achievement and online discussion. However, academic achievement did show a correlation with online discussion. Conclusion: The study showed a dynamic interaction between the students’ beliefs and the surrounding environment that can significantly and directly affect their behaviour in online learning. Moreover, online discussion is an essential activity in online learning.

Measuring online self-regulated learning among early-career medical doctors in a Massive Open Online Course on COVID-19

“…This result was supported by the fact that, despite the high level of online SRL ability depicted in this study, the duration of which participants accessed the compulsory Part A was lower than the expected minimum duration as estimated by course developers although we did not explore whether participants learned about COVID-19 from any other learning resources (Findyartini et al, 2021). The current study also supports the results of a previous study with similar findings regarding online SRL scores and academic achievement, although this study does report a significant relationship between online discussion and academic achievement (Abouzeid et al, 2021). The MOOC examined in this study does not provide two-way interactions among learners or between learners and instructors, which may affect the low number of optional courses completed.…”

“…Participants' online SRL may increase due to the positive online learning experience obtained, considering that the knowledge on COVID-19 provided in this particular MOOC was vital and timely knowledge for these recent graduates. While participant perceptions of MOOCs have been reported elsewhere, it is known that positive perceptions of an online learning experience and environments are significantly correlated with the online SRL score (Abouzeid et al, 2021;Findyartini et al, 2020;Liaw & Huang, 2013).…”