The Relationship between Interactions of Class Members’ and Learning Persistence in Asynchronous Online Instructions: Sequential Mediating Effects of Online Self-Regulated Learning and Negative Emotions

This study is an empirical study to confirm the influence of online self-regulated learning and negative emotions in the relationship between class members’ interactions and learning persistence in asynchronous online instruction. To this end, data was collected and analyzed for 447 college students. The results are as follows. First, the mediating effects of online self-regulated learning were positively significant and negative emotions were negatively significant in the relationship between class members’ interaction and learning persistence. Second, the sequential mediating effects of online self-regulated learning and negative emotions were significant in the relationship between interaction and learning persistence. That means as more active class members’ interactions were perceived in asynchronous online instruction, the more online self-regulated learning is promoted, which can result in a higher learning persistence by reducing negative emotions. Based on this, it was suggested to promote online self-regulated learning capabilities by promoting dynamic interactions between class members’ in asynchronous online instruction, and to create an online classroom environment that can offset negative emotions and enhance positive learning persistence by encouraging learners to participate in independent online learning spaces.