TY - JOUR
T1 - Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners
AU - Aheto, Simon Peter Kafui
AU - Barfi, Kwaku Anhwere
AU - Kwesi, Clifford
AU - Nyagorme, Paul
N1 - Publisher Copyright:
© 2024
PY - 2024/4/30
Y1 - 2024/4/30
N2 - Distance Learning or Distance Education is one of the approaches of education to connect learners and educators or instructors with geographical barriers by using technologies. The nexus between learners’ online self-regulation skills, satisfaction and perceived learning continues to be an ongoing debate in distance education for developing countries. No study has looked at the relationships between online self-regulation skills, satisfaction, and perceived learning among postgraduate distance education learners in Ghana. This study purposed to identify the connections between self-regulation skills, learner satisfaction, and learning perceptions. The survey included a total of 1142 postgraduate distance education learners. The structural linkages were investigated using structural equation modelling analysis. The fit index values obtained from the analysis were X2/df = 2.60, CFI = 0.92, TLI = 0.91, and RMSEA = 0.059, all of which were satisfactory. Learners' online self-regulation skills are thought to be a predictor of their satisfaction. Also, learners' online self-regulation skills are recognised as a predictor of their perceived learning. Learners' satisfaction with the online distance learning setting or environment is considered a strong indicator of perceived learning.
AB - Distance Learning or Distance Education is one of the approaches of education to connect learners and educators or instructors with geographical barriers by using technologies. The nexus between learners’ online self-regulation skills, satisfaction and perceived learning continues to be an ongoing debate in distance education for developing countries. No study has looked at the relationships between online self-regulation skills, satisfaction, and perceived learning among postgraduate distance education learners in Ghana. This study purposed to identify the connections between self-regulation skills, learner satisfaction, and learning perceptions. The survey included a total of 1142 postgraduate distance education learners. The structural linkages were investigated using structural equation modelling analysis. The fit index values obtained from the analysis were X2/df = 2.60, CFI = 0.92, TLI = 0.91, and RMSEA = 0.059, all of which were satisfactory. Learners' online self-regulation skills are thought to be a predictor of their satisfaction. Also, learners' online self-regulation skills are recognised as a predictor of their perceived learning. Learners' satisfaction with the online distance learning setting or environment is considered a strong indicator of perceived learning.
KW - Higher education
KW - Open and distance learning
KW - Perceived learning
KW - Self-regulation learning and learners' satisfaction
UR - http://www.scopus.com/inward/record.url?scp=85190532650&partnerID=8YFLogxK
U2 - 10.1016/j.heliyon.2024.e29467
DO - 10.1016/j.heliyon.2024.e29467
M3 - Article
AN - SCOPUS:85190532650
SN - 2405-8440
VL - 10
JO - Heliyon
JF - Heliyon
IS - 8
M1 - e29467
ER -