Same Learning Activity and Different Perceptions: The Role of Online Self-Regulated Learning

One challenge of online learning is that students do not necessarily follow the designed learning activities. Thus, how students perceive these activities and regulate their online learning is critical. This study examined the bidirectional relationship between OSRL and perceptions of learning activity design using a cross-lagged model. The Interactive, Constructive, Active, Passive (ICAP) framework was used to classify learning activities. A total of 200 Chinese undergraduates participated in a questionnaire examining OSRL and their perceptions of learning activities twice. The results revealed that OSRL at time point 1 (T1) predicted perceived active activities (but none of the other three types of activity) at time point 2 (T2), while perceiving any type of learning activity at T1 did not predict OSRL at T2. These findings imply that participants did not perceive the learning activities of the same course in the same way; their perceptions of active activities depended on their OSRL.