September 18, 2025PLoS ONEOpen Access

Effects of perceived instructional support and self-regulated learning support on students’ learning behavior in an online learning environment

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Qualitative analysis reveals that instructional support improves learning behavior in online settings, suggesting implications for course design.

Higher self-regulated learning support led to more frequent course visits and greater time spent in online courses.
Instructional support from teachers influenced total time spent but not visit frequency or regularity of visits.
The study employed qualitative content analysis to assess how course design supports self-regulated learning processes.
Findings underscore the importance of structured support in driving student engagement in online learning environments.

Juhaňák et al. (2025) studied this question.

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Qualitative analysis reveals that instructional support improves learning behavior in online settings, suggesting implications for course design.