Investigating Factors Influencing Student Academic Outcomes in Online Higher Education: A Cross-Sectional Observational Study
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| Title: | Investigating Factors Influencing Student Academic Outcomes in Online Higher Education: A Cross-Sectional Observational Study |
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| Language: | English |
| Authors: | Carl Beitsayadeh, Pamayla E. Darbyshire, Gergana Velkova |
| Source: | Online Learning. 2026 30(1):14-46. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, Outcomes of Education, Higher Education, Influences, Independent Study, Cooperative Learning, Resilience (Psychology), Undergraduate Students, Electronic Learning, Online Courses, Social Isolation, Universities |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | Evolving student demands and technological advancements have facilitated the rise of online learning in higher education, fostering greater access to online educational opportunities. The purpose of this research was to investigate the impact of self-directed learning, collaborative learning, and isolation (independent variables) on academic achievement and academic resilience (dependent variables) among online undergraduate university students, using self-determination theory as the foundation for the research. This study employed a quantitative cross-sectional observational design for population-based surveys and captured a single data collection point from the participants, based on study criteria. Multiple regression analysis revealed self-directed learning and collaborative learning positively correlated with academic achievement and academic resilience, while student isolation showed a negative relationship. Although the study provides valuable insights for online education practitioners, it acknowledges potential limitations due to context-specificity and unexplored factors. This research contributes empirical evidence to inform the design of supportive virtual educational environments in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508147 |
| Database: | ERIC |
| Abstract: | Evolving student demands and technological advancements have facilitated the rise of online learning in higher education, fostering greater access to online educational opportunities. The purpose of this research was to investigate the impact of self-directed learning, collaborative learning, and isolation (independent variables) on academic achievement and academic resilience (dependent variables) among online undergraduate university students, using self-determination theory as the foundation for the research. This study employed a quantitative cross-sectional observational design for population-based surveys and captured a single data collection point from the participants, based on study criteria. Multiple regression analysis revealed self-directed learning and collaborative learning positively correlated with academic achievement and academic resilience, while student isolation showed a negative relationship. Although the study provides valuable insights for online education practitioners, it acknowledges potential limitations due to context-specificity and unexplored factors. This research contributes empirical evidence to inform the design of supportive virtual educational environments in higher education. |
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| ISSN: | 2472-5749 2472-5730 |
