The influence of SDL on learning satisfaction in online learning and group differences between undergraduates and graduates

Abstract

This study examines the influences of learners’ motivation, self-monitoring, and self-management on learning satisfaction in online learning environments. The participants were 185 undergraduates and 99 graduate students majoring in computer science and engineering. The participants’ motivation, self-monitoring, self-management, and learning satisfaction were measured using a questionnaire. Results indicated that motivation, self-monitoring, and self-management significantly influenced learning satisfaction and the three factors together accounted for approximately 60% of the variance in learning satisfaction. Motivation was the most influential factor on learning engagement. Group differences emerged between undergraduates and graduate students in the influences of motivation, self-monitoring, and self-management on learning satisfaction. Compared to undergraduate students, graduate students had statistically higher scores in motivation, self-monitoring, and self-management, but not in learning satisfaction. The three factors also influenced undergraduate and graduate students differently in the regression analysis results. Motivation and self-monitoring, but not self-management influenced undergraduates’ learning satisfaction, whereas motivation and self-management, but not self-monitoring influenced graduates’ learning satisfaction. Further studies are needed to investigate the reasons for the group differences. The implications are that instructors need to utilize SDL strategies extensively to enhance learning satisfaction in online learning. In addition, designers, instructors, and institutions should tailor the learning strategies more effectively for their target audience given the differences in the influence of SDL on learning satisfaction between undergraduates and graduates.