Effects of perceived instructional support and self-regulated
learning support on students’ learning behavior in an online
learning environment

J 2025

Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment

JUHAŇÁK, Libor; Karla BRÜCKNEROVÁ; Jakub JARINA; Jiří ZOUNEK; Vojtěch JUŘÍK et al.

Základní údaje

Originální název

Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment

Autoři

JUHAŇÁK, Libor; Karla BRÜCKNEROVÁ; Jakub JARINA; Jiří ZOUNEK a Vojtěch JUŘÍK

Vydání

PLoS One, PUBLIC LIBRARY SCIENCE, 2025, 1932-6203

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.600 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

Learning Analytics; self-regulated learning; online learning environments; learning behavior; instructional support

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 17. 2. 2026 07:07, Mgr. et Mgr. Stanislav Hasil, Ph.D.

Anotace

V originále

Learning Analytics (LA) has advanced significantly in recent years; however, its findings often suffer from limited generalizability and transferability due to reliance on data from a small number of courses. Course design variability is a critical factor influencing students’ learning behavior in online learning environments (OLEs). This study examines how differences in instructional design, specifically in self-regulated learning (SRL) support, predict the intensity and regularity of students’ learning behavior in OLEs. Using qualitative content analysis, we developed the SRL-S coding scheme to systematically assess the extent to which course design supports specific SRL processes. The coding scheme was validated by three independent researchers and applied to 76 courses. Multilevel modeling analysis confirmed substantial variability in student learning behavior across courses. Higher SRL support was associated with more frequent course visits (β = .46, p < .001), greater regularity of visits (β = −.31, p < .001), and increased total time spent in a course (β = .45, p < .001). In contrast, perceived instructional support from the teacher significantly influenced total time spent (β = .12, p = .004) but not the visit frequency (p = .324) or regularity (p = .951). Moreover, SRL support significantly predicted perceived instructional support (β = .17, p = .002). Mediation analysis revealed a small but significant indirect effect of SRL support on total time spent (β = .021, p = .012), while no mediation was found for visit frequency (p = .360) or regularity (p = .836). These findings highlight the pivotal role of structured SRL support in shaping student engagement. Our approach contextualizes LA indicators by accounting for course design differences and suggests that the SRL-S coding scheme could serve as a research-based guideline for enhancing SRL support in online courses.

Návaznosti

GA21-08218S, projekt VaV

Název: Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

Investor: Grantová agentura ČR, Využití multimodální analytiky učení pro studium procesů seberegulovaného učení v systémech pro řízení výuky

MUNI/A/1673/2024, interní kód MU

Název: Faktory úspěšného psychologického a sociálního fungování člověka v měnícím se světě

Investor: Masarykova univerzita, Faktory úspěšného psychologického a sociálního fungování člověka v měnícím se světě

Přiložené soubory

journal.pone.0332296.pdf

Citovat

JUHAŇÁK, Libor; Karla BRÜCKNEROVÁ; Jakub JARINA; Jiří ZOUNEK a Vojtěch JUŘÍK. Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment. PLoS One. PUBLIC LIBRARY SCIENCE, 2025, roč. 20, č. 9, s. 1-19. ISSN 1932-6203. Dostupné z: https://doi.org/10.1371/journal.pone.0332296.

@article{2519558,
   author = {Juhaňák, Libor and Brücknerová, Karla and Jarina, Jakub and Zounek, Jiří and Juřík, Vojtěch},
   article_number = {9},
   doi = {https://doi.org/10.1371/journal.pone.0332296},
   keywords = {Learning Analytics; self-regulated learning; online learning environments; learning behavior; instructional support},
   language = {eng},
   issn = {1932-6203},
   journal = {PLoS One},
   title = {Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment},
   url = {https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0332296},
   volume = {20},
   year = {2025}
}

TY  - JOUR
ID  - 2519558
AU  - Juhaňák, Libor - Brücknerová, Karla - Jarina, Jakub - Zounek, Jiří - Juřík, Vojtěch
PY  - 2025
TI  - Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment
JF  - PLoS One
VL  - 20
IS  - 9
SP  - 1-19
EP  - 1-19
PB  - PUBLIC LIBRARY SCIENCE
SN  - 19326203
KW  - Learning Analytics
KW  - self-regulated learning
KW  - online learning environments
KW  - learning behavior
KW  - instructional support
UR  - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0332296
N2  - Learning Analytics (LA) has advanced significantly in recent years; however, its findings often suffer from limited generalizability and transferability due to reliance on data from a small number of courses. Course design variability is a critical factor influencing students’ learning behavior in online learning environments (OLEs). This study examines how differences in instructional design, specifically in self-regulated learning (SRL) support, predict the intensity and regularity of students’ learning behavior in OLEs. Using qualitative content analysis, we developed the SRL-S coding scheme to systematically assess the extent to which course design supports specific SRL processes. The coding scheme was validated by three independent researchers and applied to 76 courses. Multilevel modeling analysis confirmed substantial variability in student learning behavior across courses. Higher SRL support was associated with more frequent course visits (β = .46, p < .001), greater regularity of visits (β = −.31, p < .001), and increased total time spent in a course (β = .45, p < .001). In contrast, perceived instructional support from the teacher significantly influenced total time spent (β = .12, p = .004) but not the visit frequency (p = .324) or regularity (p = .951). Moreover, SRL support significantly predicted perceived instructional support (β = .17, p = .002). Mediation analysis revealed a small but significant indirect effect of SRL support on total time spent (β = .021, p = .012), while no mediation was found for visit frequency (p = .360) or regularity (p = .836). These findings highlight the pivotal role of structured SRL support in shaping student engagement. Our approach contextualizes LA indicators by accounting for course design differences and suggests that the SRL-S coding scheme could serve as a research-based guideline for enhancing SRL support in online courses.
ER  -

JUHAŇÁK, Libor; Karla BRÜCKNEROVÁ; Jakub JARINA; Jiří ZOUNEK a Vojtěch JUŘÍK. Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment. \textit{PLoS One}. PUBLIC LIBRARY SCIENCE, 2025, roč.~20, č.~9, s.~1-19. ISSN~1932-6203. Dostupné z: https://doi.org/10.1371/journal.pone.0332296.

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