Abstract
ABSTRACT This research paper examines the intersection of self-determination theory and its constructs of autonomy, competence and relatedness with the effects of learning support levers available to online educators. The learning support levers of social, technical and financial support are considered against their ability to impact online learning satisfaction and overall digital well-being. In surveying 246 adult learners, the research analysis uses structural equation modelling to yield results that highlight the opportunity for suitably planned social and technical support design to enhance the effectiveness of online teaching and learning. The overall findings add to understanding in the domain of digital learning effectiveness and possible strategies for improving online teaching and learning instructional design, including the surrounding environmental support variables. The paper further highlights the benefits of a cross domain approach to exploring learning effectiveness goals in a digital context. Given the increased prevalence of online education, the methodology and resultant findings of this paper are novel, reflecting the lack of research in the digital learning domain.
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