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The influence of online learning readiness on student retention in Malaysian private higher education institutions

The global educational landscape underwent significant changes with the onset of the COVID-19 pandemic. Many higher education institutions (HEIs) proceed with a rapid shift from traditional face-to-face learning to online platforms. Students face numerous challenges in adapting to online learning, r...

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Main Author: Khong, Eng Mun
Format: Final Year Project / Dissertation / Thesis
Published: 2023
Subjects:
H Social Sciences (General)
HA Statistics
Online Access:http://eprints.utar.edu.my/6247/1/KHONG_ENG_MUN_2105585.pdf
http://eprints.utar.edu.my/6247/
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spelling my-utar-eprints.62472024-03-26T15:05:50Z The influence of online learning readiness on student retention in Malaysian private higher education institutions Khong, Eng Mun H Social Sciences (General) HA Statistics The global educational landscape underwent significant changes with the onset of the COVID-19 pandemic. Many higher education institutions (HEIs) proceed with a rapid shift from traditional face-to-face learning to online platforms. Students face numerous challenges in adapting to online learning, resulting in low satisfaction and high dropout rates. Thus, students must possess online learning competencies that enable them to navigate online learning environments effectively. Drawing on Tinto’s Social Integration Model (SIM), this study examines the relationships between student online learning readiness, student satisfaction, institutional support, and student retention in private HEIs. The study employed a cross-sectional survey design, utilising a combination of purposive and quota sampling to collect data from students who have experience with online learning in private HEIs. SmartPLS software was employed to examine the hypothesised relationships. The Structural Equation Model (SEM) analysis comprised of 419 voluntary student participants from private HEIs. The results revealed that student online learning readiness (encompassing technical, communication, social competencies with classmates and instructor, and self-regulated learning) positively influenced student satisfaction, which, in turn, influenced student retention. Further, student satisfaction partially mediated the relationship between technical competencies and retention and fully mediated the relationships between social competencies with classmates, social competencies with instructors, and self-regulated learning competencies, and retention. Surprisingly, institutional support did not significantly moderate the relationship between student satisfaction and retention, contrary to the initial hypothesis. However, a notable positive association was found between institutional support and student retention. These findings hold substantial implications for higher education institutions, policymakers, and society, offering valuable insights into students’ perceptions of their online learning competencies and satisfaction. The insights of the study provide educational institutions with crucial information to enhance student interest and retention from an online learning perspective. Keywords: Online learning readiness, Competencies, Satisfaction, Institutional Support, Student Retention 2023-10 Final Year Project / Dissertation / Thesis NonPeerReviewed application/pdf http://eprints.utar.edu.my/6247/1/KHONG_ENG_MUN_2105585.pdf Khong, Eng Mun (2023) The influence of online learning readiness on student retention in Malaysian private higher education institutions. Master dissertation/thesis, UTAR. http://eprints.utar.edu.my/6247/
institution Universiti Tunku Abdul Rahman
building UTAR Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Tunku Abdul Rahman
content_source UTAR Institutional Repository
url_provider http://eprints.utar.edu.my
topic H Social Sciences (General)
HA Statistics
spellingShingle H Social Sciences (General)
HA Statistics
Khong, Eng Mun
The influence of online learning readiness on student retention in Malaysian private higher education institutions
description The global educational landscape underwent significant changes with the onset of the COVID-19 pandemic. Many higher education institutions (HEIs) proceed with a rapid shift from traditional face-to-face learning to online platforms. Students face numerous challenges in adapting to online learning, resulting in low satisfaction and high dropout rates. Thus, students must possess online learning competencies that enable them to navigate online learning environments effectively. Drawing on Tinto’s Social Integration Model (SIM), this study examines the relationships between student online learning readiness, student satisfaction, institutional support, and student retention in private HEIs. The study employed a cross-sectional survey design, utilising a combination of purposive and quota sampling to collect data from students who have experience with online learning in private HEIs. SmartPLS software was employed to examine the hypothesised relationships. The Structural Equation Model (SEM) analysis comprised of 419 voluntary student participants from private HEIs. The results revealed that student online learning readiness (encompassing technical, communication, social competencies with classmates and instructor, and self-regulated learning) positively influenced student satisfaction, which, in turn, influenced student retention. Further, student satisfaction partially mediated the relationship between technical competencies and retention and fully mediated the relationships between social competencies with classmates, social competencies with instructors, and self-regulated learning competencies, and retention. Surprisingly, institutional support did not significantly moderate the relationship between student satisfaction and retention, contrary to the initial hypothesis. However, a notable positive association was found between institutional support and student retention. These findings hold substantial implications for higher education institutions, policymakers, and society, offering valuable insights into students’ perceptions of their online learning competencies and satisfaction. The insights of the study provide educational institutions with crucial information to enhance student interest and retention from an online learning perspective. Keywords: Online learning readiness, Competencies, Satisfaction, Institutional Support, Student Retention
format Final Year Project / Dissertation / Thesis
author Khong, Eng Mun
author_facet Khong, Eng Mun
author_sort Khong, Eng Mun
title The influence of online learning readiness on student retention in Malaysian private higher education institutions
title_short The influence of online learning readiness on student retention in Malaysian private higher education institutions
title_full The influence of online learning readiness on student retention in Malaysian private higher education institutions
title_fullStr The influence of online learning readiness on student retention in Malaysian private higher education institutions
title_full_unstemmed The influence of online learning readiness on student retention in Malaysian private higher education institutions
title_sort influence of online learning readiness on student retention in malaysian private higher education institutions
publishDate 2023
url http://eprints.utar.edu.my/6247/1/KHONG_ENG_MUN_2105585.pdf
http://eprints.utar.edu.my/6247/
_version_ 1797547623277658112
score 13.211869

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