Interaction, Self-Regulated Learning, and Learning Performance in Online Learning

Abstract

With the extensive use of information technology, online learning has played an increasingly indispensable role in providing quality education. This study aimed to establish a learning effect model to identify the key factors in online education. Based on the system view, a conceptual model from environmental factors to learning performance was constructed from the perspective of learning interaction to study the internal mechanism of the impact of environmental factors on learning performance. An empirical study of 340 Chinese college students conducted showed that instructor supports have no significant direct impact on learning performance but indirectly impact through the intermediary role of learning interaction and self-regulated learning. Learning interaction and course design have a direct and indirect impact on learning performance. Various practical implications for educators to support their decisions are discussed and directions for further research are proposed.