Self-Regulated Learning as a Mediator in the Relationship Between Peer Learning and Online Learning Satisfaction: A Study of a Private University in Malaysia

Abstract

Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

Online Self-Regulated Learning Strategies Amid a Global Pandemic: Insights From Indonesian University Students

“…For instance, Zimmerman et al (1996) argue that SRL skills enable students to improve their overall learning achievements and their views on self-efficacy as they are more responsible for their learning. In a similar vein, Lim et al (2020) and Zalli et al (2019) found that self-regulation becomes a mediating variable that influences students' satisfaction in the online learning context. Consequently, exploring students' level of SRL has significant importance, particularly in online learning environments that urge students to independently manage their learning progression.…”

The mobility paradigm in higher education: a phenomenological study on the shift in learning space

“…However, the shift to technology-enabled learning has resulted in the learners reporting a loss of these skills emerging from the interaction with digital mediums and the availability of recorded lectures. This can further be located in the learner-initiated changes towards self-directed learning enabled through digital literacy and knowledge-based community building (Garip et al, 2020 ; Lim et al, 2020 ; Stephen & Rockinson-Szapkiw, 2021 ; Zimmerman & Schunk, 2011 ). If the conventional built spaces were dominated by the centrality of the teacher-instructor, the online learning spaces seem to have foregrounded the significance of knowledge-based communities, peeIpl2uae#r interactions (Altınay, 2017 ; Peters & Romero, 2019 ), and the role of the instructor as a ‘pedagogical-weaver’ (Lee & Tan, 2018 ).…”

“…Peer learning gained further prominence with online and blended learning modes (Raymond et al, 2016 ) that necessitated the learners to engage in self-regulated learning (SRL) (Garip et al, 2020 ; Stephen & Rockinson-Szapkiw, 2021 ; Zimmerman & Schunk, 2011 ). Studies show that SRL promotes peer interaction and enhances learners’ satisfaction in online and blended learning contexts (Lim et al, 2020 ). SRL is based on the social cognitive theory that perceives learning to be relational, based on the interactions between the learner (self), their behavior, and the learning environment.…”

“…SRL is based on the social cognitive theory that perceives learning to be relational, based on the interactions between the learner (self), their behavior, and the learning environment. Any change in one of these three factors impacts the other factors thereby impacting the overall experience of learning (Schunk et al 2008 as cited in Lim et al, 2020 ).…”

Undergraduates Students’ Learning Experience on the Impact of Online Learning during Pandemic

“…In this context, this study utilises the model of online learners' engagement and satisfaction by Kucuk and Richardson (2019) to identify learners' experience in learning during the Covid-19 upheavals. Students' engagement involved the use of resourceful educational platforms, such as Moodle and learning management systems, to assist splendid progress in the students' online learning process (Jalil et al, 2019;Lim et al, 2020a;Lim et al, 2020b). Following several attempts to communicate with students, teachers are being efficiently trained until they master the methods of distribution and accelerate learning through the use of information technology (IT) and the internet in a short period.…”