Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning

TLDR

The study investigates how students’ characteristics, self‑regulated learning, technology self‑efficacy, and course outcomes interrelate in online learning environments. A survey of 256 students collected demographic data, motivation strategies, technology self‑efficacy, course satisfaction, and final grades, and structural equation modeling was used to analyze the relationships. Results show that prior online experience leads to better learning strategies and higher motivation, which in turn raise technology self‑efficacy and course satisfaction, ultimately improving final grades, suggesting that instructors should foster self‑regulated learning and institutions should provide user‑friendly platforms and training.

Abstract

The purpose of this study was to examine the relationship among students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified motivation strategies learning questionnaire, the online technology self-efficacy scale, the course satisfaction questionnaire, and the final grades. The researchers used structural equation modeling to examine relationships among student characteristics, self-regulated learning, technology self-efficacy, and course outcomes. Based on the results from the final model, students with previous online learning experiences tended to have more effective learning strategies when taking online courses, and hence, had higher levels of motivation in their online courses. In addition, when students had higher levels of motivation in their online courses, their levels of technology self-efficacy and course satisfaction increased. Finally, students with higher levels of technology self-efficacy and course satisfaction also earned better final grades. Based on the findings, we recommend that instructors design courses in a way that can promote students’ self-regulated learning behaviors in online learning settings and that students in online classes, as in traditional classes, set aside a regular time to concentrate on the course. Also, institutions should provide user-friendly online learning platforms and workshops for instructors and students to facilitate the teaching and learning experiences.