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.
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.
| Original language | English |
|---|---|
| Pages (from-to) | 38-47 |
| Number of pages | 10 |
| Journal | The Asia Pacific Scholar (TAPS) |
| Volume | 6 |
| Issue number | 2 |
| Early online date | 4 May 2021 |
| DOIs | |
| Publication status | Published (in print/issue) - 31 May 2021 |
Keywords
- Online Learning
- Conception of Learning
- E-learning Experience
- Human-Computer Interface
- Self-regulated Learning
- Path Analysis
