TL;DR
Perception of online learning was significantly correlated with age, academic stress, and self-regulation, and the model suggested that age and academic self-regulation patterns were significant predictors of perceived online learning experience, while academic stress did not appear to influence this outcome.
This study assesses student motivation in online learning environments, with the purpose of exploring how affiliation influences learners’ power and achievement in university learning. The study is guided by McClelland’s Theory of Needs (1965) and Fowler’s (2018) online motivation framework, which frame motivation thro...
This study examined the effects of students' perceptions of teachers' professional competence, learning motivation, and learning styles on Indonesian language learning outcomes among Grade XII Nursing students at SMK Negeri 2 Malang. This ex-post facto quantitative study involved 60 students selected through random sam...
The rapid growth of online learning has transformed the educational landscape and created new opportunities and challenges for students. This study aimed to examine the factors influencing academic achievement in online learning among students, with a particular focus on internet connectivity, technology availability,...
The findings highlight the importance of strengthening students’ confidence, providing meaningful and socially supportive online learning experiences, and integrating ChatGPT through structured AI-literacy guidance that promotes critical and responsible use.
Academic satisfaction is a core indicator for evaluating the quality of higher education and students’ learning experience. Based on the M-R (S-O-R) model, this study takes perceived social support as the environmental stimulus (S), academic self-efficacy as the organism response (O), and academic satisfaction as the b...
This study analyses the relationship between novelty and student presence within the framework of experiential learning in higher education. A quantitative approach was adopted, with a non-experimental, cross-sectional, descriptive-correlational design. The sample consisted of 50 students enrolled in the Business Manag...
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