An Examination of Students Online Learning Satisfaction, Interaction, Self-Efficacy and Self-Regulated Learning

Abstract

Despite constantly growing, many educational institutions have not been prepared to shift from traditional to online learning environments until the pandemic. Current research aims to examine online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students. The questionnaire has been used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet and are quite self-directed and do not lack interactions or satisfaction with online learning. Furthermore, the findings indicated that while grade level and GPA insignificantly influence students' satisfaction, time spent online and gender influence it significantly, with males reporting higher levels of satisfaction. While GPA and grade level significantly affect online interaction, gender and time spent online have no impact. Morever, students who invest extra efforts into learning and obtain high grades feel significantly more satisfied with online learning than those with lower grades. The time spent online significantly affect internet self-efficacy and self-regulated learning, while the influence of grade level, GPA and gender is insignificant. This study findings may help instructors create an online classroom environment conducive to improving online students' satisfaction, interaction, internet self-efficacy and self-regulated learning and, as a result, improve the effects of online education.

Keywords: Online learning satisfaction, learner interactions, self-efficacy, self-regulation