Students’ Perception of Higher Institutional Support Towards Online Learning Satisfaction: The Mediating Effect of Self-regulated Learning

Eng Mun Khong (), Ai Na Seow () and Siew Yong Lam ()
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Eng Mun Khong: Universiti Tunku Abdul Rahman, Faculty of Business and Finance
Ai Na Seow: Universiti Tunku Abdul Rahman, Faculty of Business and Finance
Siew Yong Lam: Universiti Tunku Abdul Rahman, Faculty of Business and Finance

A chapter in Proceedings of the 10th International Conference on Business, Accounting, Finance and Economics (BAFE 2022), 2023, pp 414-433 from Springer

Abstract: Abstract The emergence of the COVID-19 pandemic has altered the global educational process. Many higher education institutions (HEIs) have quickly shifted the learning mode from physical classrooms to online platforms. Undoubtedly, self-regulated learning (SRL) is the key element that influences student satisfaction in online learning, yet students frequently struggle with the notion of online learning. Thus, it is crucial for learning institutions to facilitate and support their SRL skills. This study aims to examine the influences of perceived institutional support on students’ online learning satisfaction. SRL is served a mediating role. The stimulus–organism–response (S-O-R) model was adopted to support this study. A total of 420 students from private HEIs have voluntarily taken part in the online survey. By using structural equation modelling (SEM) together with bootstrapping, the results proved that students who perceive greater institutional support reported higher online learning satisfaction. Further, institutional support does affect students’ SRL, which in turn affects the level of online learning satisfaction. This implies that it is important for students to integrate SRL into online learning environments to improve their satisfaction. The study is significant for educational institutions to improve the platform design, pedagogical practice, and online course design in the future.

Keywords: Learning satisfaction; Institutional support; Self-regulated learning; S-O-R model; Online learning; Higher institutions (search for similar items in EconPapers)
Date: 2023
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DOI: 10.2991/978-2-494069-99-2_31

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