Predictors of students’ perceived learning in off-campus learning environment: Online interactions are not enough

Abstract

This study aimed to investigate how three online interaction variables (i.e., learner-instructor interaction, learner-content interaction, and learner-learner interaction) and self-efficacy for learning can predict students’ perceived learning in an off-campus learning environment. A total of 654 polytechnic students participated in the study. By controlling gender and age, regression results showed that self-efficacy for learning was the significantly strongest predictor of perceived learning, followed by learner-content interaction. Perceived learning and learner-instructor interaction for males were significantly higher than females. Finally, implications of these findings along with limitations of the study and directions for future research are discussed in the paper.