Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to self-regulation in e-learning environments

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and interactive learning environments were all found to predict perceived self-regulation in e-learning environments. Further, perceived usefulness can be influenced by interactive learning environments, perceived self-efficacy, and perceived satisfaction. In addition, perceived satisfaction can be affected by interactive learning environments, perceived self-efficacy, and perceived anxiety. Finally, the study proposes a conceptual model to investigate learner self-regulation in e-learning environments.

► We investigate factors that could influence self-regulation toward e-learning. ► The results showed that satisfaction and usefulness could predict self-regulation. ► Interactive learning environment is also a predictor to affect self-regulation. ► We also propose a conceptual model to better understand learner self-regulation.