[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597843-105":59,"doc-detail-597843-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","how-people-learn-in-an-asynchronous-online-learning-environment-the-relationships-between-graduate-students-learning-strategies-and-learning-satisfaction","How people learn in an asynchronous online learning environment - The relationships between graduate students’ learning strategies and learning satisfaction","","This study examines how learners’ learning strategies relate to learning satisfaction in an asynchronous online learning environment. One hundred sixteen graduate students enrolled in online courses participated. Results show metacognitive strategy and time and study environment correlate positively with satisfaction, while help seeking correlates negatively. Multiple regression further indicates metacognitive strategy and peer learning predict satisfaction, offering guidance for designing more effective online learning.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-people-learn-in-an-asynchronous-online-learning-environment-the-relationships-between-graduate-students-learning-strategies-and-learning-satisfaction/597843/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-people-learn-in-an-asynchronous-online-learning-environment-the-relationships-between-graduate-students-learning-strategies-and-learning-satisfaction/597843.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"To examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many graduate students participated, and in what context?",{"text":117,"@type":113},"A total of 116 graduate students taking online learning courses participated in the study.",{"name":119,"@type":110,"acceptedAnswer":120},"Which learning strategies were positively or negatively associated with learning satisfaction?",{"text":121,"@type":113},"Metacognitive strategy and time and study environment showed positive correlations with satisfaction, while help seeking showed a negative correlation.",{"name":123,"@type":110,"acceptedAnswer":124},"What strategies predicted learning satisfaction based on multiple regression?",{"text":125,"@type":113},"Metacognitive strategy and peer learning led to learners’ satisfaction in an online learning environment.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},597843,1793095995,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction  \nComment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone : les relations entre les stratégies d’apprentissage des étudiants aux cycles supérieurs et la satisfaction liée à l’apprentissage  \nBeomkyu Choi, University of Connecticut  \nAbstract  \nThe purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that “metacognitive strategy” and “time and study environment” had positive correlations with learners’ satisfaction, while “help seeking” had a negative correlation. The findings ofa multiple regression analysis showed that “metacognitive strategy” and “peer learning” led to learners’ satisfaction in an online learning environment. The findings ofthis study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning.  \nRésumé  \nL’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchroned’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennentdans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégiemétacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette étude contribuent à une meilleure compréhension des façons dont un apprentissage  \nréussi se produit dans un environnement d’apprentissage en ligne et fournissent des recommandations sur la conception d’un apprentissage en ligne efficace.  \nIntroduction  \nWith a wide bandwidth Internet and various web technologies, online learning is increasingly booming in popularity as an innovative and/or alternative form of education (Broadbent & Poon, 2015; Means, Toyama, Murphy, Bakia, & Jones, 2010) . In response, online courses and distance degree programs are now accepted as formal instructional methods across most accredited institutions. According to the Babson survey research group’s report on the higher education online learning in the United States (Allen & Seaman, 2014; Means [et. al](et. al), 2010), over 7.1 million students were taking at least one online course during the fall 2012 term, an increase of 411,000 students over the previous year. Furthermore, this survey reported that 33.5% of higher education students have now taken at least one course online. Interestingly enough, 74% of academic leaders rated the learning outcomes in online education as the same or superior to those in face-to-face course, and 65.9% of higher education institutions now said that online learning was a critical part of their long-term strategy (Allen & Seaman, 2014) . It is thus not surprising that research on online learning is increasingly growing as one of the biggest research strands in the field of education.  \nOnline learning environments are very distinctive instructional environments in which the learner and instructor are physically separated, but communicati","cbCaignnTksAW33t","https://ap.wps.com/l/cbCaignnTksAW33t","pdf",768205,15,"English","# Introduction\n## Online learning growth and institutional adoption\n## Learner–instructor roles in mediated environments\n## Need for understanding learning strategies and self-regulation\n# Study focus and theoretical grounding","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"To examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment.\"},{\"question\":\"How many graduate students participated, and in what context?\",\"answer\":\"A total of 116 graduate students taking online learning courses participated in the study.\"},{\"question\":\"Which learning strategies were positively or negatively associated with learning satisfaction?\",\"answer\":\"Metacognitive strategy and time and study environment showed positive correlations with satisfaction, while help seeking showed a negative correlation.\"},{\"question\":\"What strategies predicted learning satisfaction based on multiple regression?\",\"answer\":\"Metacognitive strategy and peer learning led to learners’ satisfaction in an online learning environment.\"}]","How people learn in an asynchronous online learning environment - The relationships between graduate students’ learning strategies and learning satisfaction | PDF",1792085815,38]