The influence of online learning interactions on self-regulated learning: mediating role of technology proficiencies among higher education students
Hashmi, Zarqa Farooq; Iqbal, Javed; Asghar, Muhammad Zaheer; Siming, Luo (2025-04-14)
Taylor & Francis
14.04.2025
Hashmi, Z. F., Iqbal, J., Asghar, M. Z., & Siming, L. (2025). The influence of online learning interactions on self-regulated learning: mediating role of technology proficiencies among higher education students. Open Learning: The Journal of Open, Distance and e-Learning, 1–26. https://doi.org/10.1080/02680513.2025.2492657
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© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
https://creativecommons.org/licenses/by/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202504162703
https://urn.fi/URN:NBN:fi:oulu-202504162703
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Abstract
Online learning is growing in popularity due to its flexibility and personalization. Therefore, this study explored the connections between online learning interactions, technology proficiencies and self-regulated learning. Technology proficiencies were also used as a mediator variable. A conceptual model was developed based on established learning theories. A survey was carried out to gather information about students’ online learning interactions, technology proficiencies, and self-regulated learning. The survey consisted of 23 questions and was administered to 447 students enrolled in cohort courses at universities in Guangdong province, China. Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4 was used to analyze relationships. Results suggested that online learning interactions have a positive and significant direct impact on self-regulated learning. Technology proficiencies mediated the relationship between online learning interactions and self-regulated learning. Therefore, it was concluded that online learning interactions play a crucial role in promoting self-regulated learning, and technology proficiency amplifies the effectiveness of these interactions. Consequently, learners with higher technology proficiencies are likely to benefit more from online learning interactions in enhancing their self-regulated learning. The implications of these results for university management, students, and teachers are presented, and suggestions made for potential avenues of future research.
Online learning is growing in popularity due to its flexibility and personalization. Therefore, this study explored the connections between online learning interactions, technology proficiencies and self-regulated learning. Technology proficiencies were also used as a mediator variable. A conceptual model was developed based on established learning theories. A survey was carried out to gather information about students’ online learning interactions, technology proficiencies, and self-regulated learning. The survey consisted of 23 questions and was administered to 447 students enrolled in cohort courses at universities in Guangdong province, China. Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4 was used to analyze relationships. Results suggested that online learning interactions have a positive and significant direct impact on self-regulated learning. Technology proficiencies mediated the relationship between online learning interactions and self-regulated learning. Therefore, it was concluded that online learning interactions play a crucial role in promoting self-regulated learning, and technology proficiency amplifies the effectiveness of these interactions. Consequently, learners with higher technology proficiencies are likely to benefit more from online learning interactions in enhancing their self-regulated learning. The implications of these results for university management, students, and teachers are presented, and suggestions made for potential avenues of future research.
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