Author(s)

Yuqin Yang, Ruonan Zhang, Zhizi Zheng

Corresponding Author

Yuqin Yang

ABSTRACT

This study proposes a hypothetical model that takes self-regulation and learning motivation as initial variables, social presence, teaching presence, cognitive presence as intervening variables, and learning satisfaction as the outcome variable, and validates the hypothetical model by path analysis. The results implied that self-regulation ability and intrinsic motivation have a direct and indirect significant impact on learning satisfaction.

KEYWORDS

Online learning, Self-regulation, Community of inquiry, Motivation