Abstract
Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.
Highlights
In the past decade, both learners and educators in higher learning institutions have regarded blended learning as an effective pedagogy for improving learning outcomes
The results showed that the measurement model was fit forsubsequent structural model analysis
This study found that peer learning affected online learning Discussion osfaFtiisnfdaicntgison only through self-regulation (β = 0.566)
Summary
Both learners and educators in higher learning institutions have regarded blended learning as an effective pedagogy for improving learning outcomes. According to O’Connell (2016), blended learning has gained traction because of the growing awareness that the traditional lecture model has primarily been proven to be less effective. Compared to traditional teaching, blended learning has the potential to enrich, engage and enhance students’ learning experiences and further improve the attainment learning outcomes. Blended learning courses have grown as students became more adept at navigating Virtual Learning Environments (VLEs) and learning how to engage meaningfully with online content. With Learning Management Systems (LMS), educators are empowered to create a more collaborative online learning environment and provide an adaptive learning experience for students by adopting evolving digital technologies
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