Date of Conferral
An increasing number of higher education institutions are seeking to widen access to education using online learning environments. Transitioning to this learning modality requires institutions to focus on factors related to the constructs of student engagement, self-regulation practices, and student satisfaction as predictors of student academic success. Little research has been conducted on the 3 constructs and perceptions of student success in the English-speaking Caribbean. This quantitative cross-sectional study explored the relationship of the constructs and student success using the theoretical frameworks of Knowles’ adult learning theory, self-regulation theory, and constructivism. An enhanced Moore interaction model was used to design a new instrument to measure the self-reported responses of learners and faculty. This instrument was determined to be valid by content experts and reliable using statistic methods. Using the convenience sampling strategy, 385 students and 61 faculty from a regional Caribbean institution were selected. Data were analyzed using descriptive statistics, correlation relationship between pairs of the constructs, and multiple linear regression relationship between the constructs and perceptions of student success. The findings showed that the construct pairs correlated significantly with each other. The findings also showed that student engagement, self-regulation, and satisfaction significantly predicted perceptions of student success. The potential findings could lead to positive social change in how universities approach the process of learning and instruction in online learning environments. The instrument might also be used as a preliminary model in higher education institutions in the Caribbean for predicting student success.
Commissiong, Marcia Anne, "Student Engagement, Self-Regulation, Satisfaction, and Success in Online Learning Environments" (2020). Walden Dissertations and Doctoral Studies. 8522.