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

  • Authors:

  • Shu-Sheng Liaw;Hsiu-Mei Huang

  • Affiliations:

  • General Education Center, China Medical University, 91 Shiuesh Rd., Taichung 404, Taiwan;Department of Information Management, National Taichung Technology University, 129, Sec. 3, Saming Rd., Taichung 404, Taiwan

  • Venue:
  • Computers & Education
  • Year:
  • 2013

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Abstract

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.