Unlocking Deep Learning
How Self-Regulated Learning Shapes Chinese Students’ Online Course Experiences
Bibliographic Data
| ID | 16914397 |
|---|---|
| Authors | Lingli Li (0000-0002-2333-6880, Guangdong Polytechnic Normal University), Shuqing Chen (0009-0003-0785-2919, Guangdong Polytechnic Normal University), Pingping Tang (0009-0005-0121-8823, Shenzhen Baoan High School Group), Kai Lv (0000-0003-4826-7284, Guangdong Polytechnic Normal University), Ping Li (0000-0002-0813-0980, Guangdong Polytechnic Normal University), Yunying Xu (0009-0001-5451-2891, Guangdong Polytechnic Normal University, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Publication date | 2025-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251365390 |
| OpenAlex | W4413538727 |
| Language | EN |
| References cited | 75 |
The quality of online learning is generally acknowledged to be a crucial element in students’ academic achievement. Using a quantitative, cross-sectional paradigm, this study sought to analyze the link between university students perceived online course experiences and deep learning, with an emphasis on the mediating function of self-regulation through the adapted instruments of the Online Course Experience Questionnaire, Self-regulated Learning Questionnaire , and Deep Learning Scale . Employing a convenience sampling strategy, we collected data from an online questionnaire survey of 1,098 Chinese undergraduate students in November 2022. Structural equation modeling analysis indicated that students’ perceptions of good teaching in online course experience questionnaire (OCEQ) significantly predicted deep learning during online. Additionally, our research showed that the association between students’ opinions of effective instruction and deep learning strategies was mediated by self-regulation. Deep learning was found to be influenced indirectly by how clearly goals and standards were perceived, with self-regulated learning as the mediator. However, appropriate workload and assessment in OCEQ were neither directly nor indirectly related with deep learning. This study extends the understanding of student course experiences and provides actionable insights for educators to design strategies that foster deep learning in digital environments, ultimately enhancing the quality of online education systems
Cognitive psychology · Experiential learning · Mathematics education · Pedagogy · Computer Science · Engineering · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology · Artificial Intelligence
Cognitive Architecture and Instructional Design
Student Survey Response Rates across Institutions
Measuring self-regulation in online and blended learning environments
The sudden transition to synchronized online learning during the Covid-19 pandemic in Saudi Arabia
Comparing online and blended learner's self-regulated learning strategies and academic performance
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
Online formative assessment in higher education
Supporting Self-Regulated Learning in Online Learning Environments and Moocs
A Review of Self-regulated Learning
Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
The Role of Goal Orientation in Self-Regulated Learning
Covid-19 pandemic and online learning
University students’ online learning attitudes and continuous intention to undertake online courses
University students’ approaches to online learning technologies
Putting student evaluations into perspective
Internet, Phone, Mail, and Mixed‐Mode Surveys
Analysing self-regulated learning strategies of Mooc learners through self-reported data
Instruments for obtaining student feedback
Unmasking the teaching quality of higher education
Online course experiences matter
Assessing and improving the quality of undergraduate teaching in China
Personality as an indirect predictor of academic achievement via student course experience and approach to learning
Improving web survey efficiency
Influence of student learning experience on academic performance
Exploring self-regulated learning behaviours of young second language learners during group work
Principles and Practice of Structural Equation Modeling
On Qualitative Differences in Learning
The revised two-factor Study Process Questionnaire
Studying in higher education
Students as 'Customers
Teacher Autonomy Support Influence on Online Learning Engagement
University Students' Perceptions of the Learning Environment and Academic Outcomes
A performance indicator of teaching quality in higher education
How clear and organized classroom instruction and deep approaches to learning affect growth in critical thinking and need for cognition
The development, validation and application of the Course Experience Questionnaire
Traditional Learning Compared to Online Learning During the Covid-19 Pandemic
Synchronous Online Learning During Covid-19
Factors Influencing Undergraduate Students' Online Learning Outcomes
| Highly cited | No |
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