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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
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
FullText Links:
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  Data: Investigating Factors Influencing Student Academic Outcomes in Online Higher Education: A Cross-Sectional Observational Study
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  Data: <searchLink fieldCode="AR" term="%22Carl+Beitsayadeh%22">Carl Beitsayadeh</searchLink><br /><searchLink fieldCode="AR" term="%22Pamayla+E%2E+Darbyshire%22">Pamayla E. Darbyshire</searchLink><br /><searchLink fieldCode="AR" term="%22Gergana+Velkova%22">Gergana Velkova</searchLink>
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  Data: 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
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  Data: 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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        PageCount: 33
        StartPage: 14
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Independent Study
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      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Social Isolation
        Type: general
      – SubjectFull: Universities
        Type: general
    Titles:
      – TitleFull: Investigating Factors Influencing Student Academic Outcomes in Online Higher Education: A Cross-Sectional Observational Study
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            NameFull: Pamayla E. Darbyshire
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              Type: published
              Y: 2026
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