Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners

Simon Peter Kafui Aheto, Kwaku Anhwere Barfi, Clifford Kwesi, Paul Nyagorme

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Article numbere29467
JournalHeliyon
Volume10
Issue number8
DOIs
Publication statusPublished - 30 Apr 2024

Keywords

  • Higher education
  • Open and distance learning
  • Perceived learning
  • Self-regulation learning and learners' satisfaction

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