Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness

Abstract

Being prepared for online learning is crucial for educators, instructional designers, and stakeholders in delivering effective educational services. However, research is scarce on the indirect effects of learners’ engagement (EOL) and instructors’ roles and behavior (IRBL) in online learning readiness (OLR). To tackle this gap, a cross-sectional study was carried out to investigate the role of EOL and IRBL as mediators between self-regulated learning (SRL) and OLR among university students aged 18 to 35 (mean age = 23.8, SD = 3.40). Structural equation modeling (SEM) conducted through AMOS was used to dissect the intricate linkages. The study´s findings unveiled a significant indirect effect of IRBL on the relationship between SRL and OLR (β = 0.267, p < 0.001). However, the study revealed that student engagement did not exert a significant indirect effect on the relationship between SRL and OLR (β = 0.006, p >.05), indicating that student engagement does not act as a mediator in this relationship. Nevertheless, the model fit indices confirmed that the model fit well with the data. Overall, the analysis furnishes compelling evidence substantiating the proposed relationships and mediating effects within the model. This study provides a comprehensive framework for enhancing the quality of education in virtual settings and fortifying OLR by emphasizing both instructor-driven and student-driven components.