Investigating the Mediation Effect of Self-Regulated Learning in the Relationship Between Collaborative Peer Learning and Online Learning Satisfaction in Some Universities’ Blended Learning Courses in Cameroon

Abstract

This study sets out to measure if collaborative peer learning influences online learning satisfaction through self-regulated learning as a mediator. The study uses a correlational research design to investigate the relationship between the variables. A sample is gotten from the students offering general courses in the 2023/2024 academic year in HTTTC Kumba of the University of Buea. Of the 262 copies of the questionnaire that is administered, 256 copies of the questionnaire was returned. Linear regression is done through the SPSS statistical package to get the mediation analysis and the Sobel test was used to verify the significance of the mediation effect. The findings show that students’ ability to learn collaboratively with their peers significantly influenced their self-regulated learning skills while self-regulated learning skills showed a statistically significant influence on online learning satisfaction.  The results from the Sobel test further corroborates that the effect of collaborative peer learning on online learning satisfaction was fully mediated by self-regulated learning. The results of this study bring awareness to university stakeholders to the mediating role of self-regulated learning in a blended classroom. This will help them make pedagogical informed decisions in blended course creation. It was recommended that Instructional Designers should incorporate aspects of self-regulated learning strategies when designing for blended learning to help students develop self-regulated learning skills. Moreover, teachers could use other practical methods to promote self-regulated learning like teaching in a cohort model; providing mechanisms for learners to track their progress etc.