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Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness.

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Title: Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness.
Authors: Khanum, Saeeda1, Tariq, Farah1, Younas, Sana1, Irfan, Siddrah1
Source: Online Learning. Jun2026, Vol. 30 Issue 2, p622-645. 24p.
Subject Terms: *Self-regulated learning, *Teaching methods, *Distance education, *College students, *Virtual classrooms, *Student engagement, Structural equation modeling, Mediation (Statistics)
Abstract: Being prepared for online learning is crucial for educators, instructional designers, and stakeholders in delivering effective educational services. However, research is scarce on the indirect effects of learners’ engagement (EOL) and instructors’ roles and behavior (IRBL) in online learning readiness (OLR). To tackle this gap, a cross-sectional study was carried out to investigate the role of EOL and IRBL as mediators between self-regulated learning (SRL) and OLR among university students aged 18 to 35 (mean age = 23.8, SD = 3.40). Structural equation modeling (SEM) conducted through AMOS was used to dissect the intricate linkages. The study´s findings unveiled a significant indirect effect of IRBL on the relationship between SRL and OLR (β = 0.267, p < 0.001). However, the study revealed that student engagement did not exert a significant indirect effect on the relationship between SRL and OLR (β = 0.006, p >.05), indicating that student engagement does not act as a mediator in this relationship. Nevertheless, the model fit indices confirmed that the model fit well with the data. Overall, the analysis furnishes compelling evidence substantiating the proposed relationships and mediating effects within the model. This study provides a comprehensive framework for enhancing the quality of education in virtual settings and fortifying OLR by emphasizing both instructor-driven and student-driven components. [ABSTRACT FROM AUTHOR]
Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Online+Learning%22&quot;&gt;Online Learning&lt;/searchLink&gt;. Jun2026, Vol. 30 Issue 2, p622-645. 24p.
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  Data: Being prepared for online learning is crucial for educators, instructional designers, and stakeholders in delivering effective educational services. However, research is scarce on the indirect effects of learners’ engagement (EOL) and instructors’ roles and behavior (IRBL) in online learning readiness (OLR). To tackle this gap, a cross-sectional study was carried out to investigate the role of EOL and IRBL as mediators between self-regulated learning (SRL) and OLR among university students aged 18 to 35 (mean age = 23.8, SD = 3.40). Structural equation modeling (SEM) conducted through AMOS was used to dissect the intricate linkages. The study&#180;s findings unveiled a significant indirect effect of IRBL on the relationship between SRL and OLR (β = 0.267, p &lt; 0.001). However, the study revealed that student engagement did not exert a significant indirect effect on the relationship between SRL and OLR (β = 0.006, p &gt;.05), indicating that student engagement does not act as a mediator in this relationship. Nevertheless, the model fit indices confirmed that the model fit well with the data. Overall, the analysis furnishes compelling evidence substantiating the proposed relationships and mediating effects within the model. This study provides a comprehensive framework for enhancing the quality of education in virtual settings and fortifying OLR by emphasizing both instructor-driven and student-driven components. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194761209
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.24059/olj.v30i2.4730
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      – Code: eng
        Text: English
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        PageCount: 24
        StartPage: 622
    Subjects:
      – SubjectFull: Self-regulated learning
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Distance education
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      – SubjectFull: College students
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      – SubjectFull: Virtual classrooms
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      – SubjectFull: Student engagement
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      – SubjectFull: Structural equation modeling
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      – SubjectFull: Mediation (Statistics)
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      – TitleFull: Understanding the Interplay Between Self-Regulated Learning, Student Engagement, and Teaching Behaviors in Shaping Online Learning Readiness.
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              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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