Predictive Roles of Online Self-Regulated Learning and Internet Self-Efficacy in Online Learning Satisfaction

The study aimed (a) to explore online MA students' Internet self-efficacy, satisfaction, online self-regulated learning and (b) to determine the contribution of Internet self-efficacy and self-regulated learning to students' satisfaction with graduate program of TEFL. The participants were 109 MA students of TEFL at Iran University of Science and Technology (IUST). The instruments were three questionnaires on online satisfaction, self-regulated learning, and Internet self-efficacy, followed by semi-structured interview. The results showed most students' satisfaction with online program of TEFL, as they interacted with their classmates and professors through social network sites; had the chance to use more self-regulatory strategies of note-taking, pre-reading, and cross-referencing; solved daily routine Internet problems; reviewed the recorded videos of their classes; and were given effective tasks. The outcomes of multiple regression analysis revealed that the contribution of online self-regulated learning to satisfaction was higher than that of Internet self-efficacy.