Online Education Adoption, Self-Regulation and Learning Satisfaction: Moderating Role of Internet Accessibility

Abstract

The rapid expansion of digital technologies has significantly transformed educational systems, leading to increased adoption of online education across the globe. This study examines the relationship between online education adoption, self-regulation, and learning satisfaction, with a particular focus on the moderating role of internet accessibility. Online education adoption refers to the extent to which students accept and utilize digital learning platforms, while self-regulation encompasses learners’ ability to plan, monitor, and control their learning processes. Learning satisfaction reflects students perceived quality and effectiveness of their learning experience. Drawing upon the Technology Acceptance Model and self-regulated learning theory, this study proposes that online education adoption positively influences both self-regulation and learning satisfaction. Empirical studies indicate that self-regulation plays a critical role in enhancing students’ satisfaction with online learning environments. Furthermore, research suggests that higher levels of self-regulation skills significantly increase the adoption of online learning systems. Internet accessibility is introduced as a moderating variable, as access to reliable and high-speed internet determines the effectiveness of online education. Limited connectivity can hinder participation, reduce engagement, and negatively affect satisfaction levels. Conversely, high internet accessibility enhances the learning experience by facilitating uninterrupted access to digital resources. A quantitative research design was employed using survey data collected from 340 university students. Smart PLS was used to test the proposed relationships. The findings reveal that online education adoption significantly enhances self-regulation and learning satisfaction. Additionally, self-regulation positively influences learning satisfaction. The moderating effect of internet accessibility is significant, indicating that students with better internet access experience stronger relationships among the variables. This study contributes to the literature by integrating technological, behavioral, and infrastructural factors into a unified framework. The findings provide valuable insights for educational institutions and policymakers aiming to improve online learning experiences by enhancing both technological infrastructure and students’ self-regulation skills.