Perceived learning management quality predictors to motivation and use of self-regulated learning strategies

Abstract

The purpose of this research is to investigate learner motivation and self-regulated learning strategies in learning management system (LMS). The study involved 436 undergraduate students used the LMS system for a few months. A structured equation modeling (SEM) was used for analyzing data in the survey study. Statistical results showed that perceived motivation mediated the effect of LMS quality on students’ self-regulated learning strategies. Further, motivation had significant effect on students’ usage of metacognitive as well as on resource management of self-regulated learning strategies. Finally, the study proposes a conceptual model to learner self-regulated learning in e-learning environment.