Disertasi

Determining factors of e-learning effectiveness in enhancing students’ critical thinking / Tarek Ali Milad Alreeshi

Abstrak
Abstract Ali Tarek. Determining Factors of E-Learning Effectiveness in Enhancing Students Critical Thinking (Including Attitudes Motivation Readiness Self-Efficacy and Self-Regulation). Keywords e-learning effectiveness critical thinking self-efficacy self-regulation higher education. This research explores how specific personal factors including attitudes toward e-learning motivation readiness self-efficacy and self-regulation influence the enhancement of students critical thinking abilities in online learning contexts within two university departments. With the rising adoption of digital education in higher institutions identifying the psychological and behavioral drivers that support critical thinking is crucial for developing impactful e-learning frameworks. A quantitative methodology was employed gathering data via a structured survey featuring 42 Likert-scale questions corresponding to the study rsquo s six central variables. Participants from varied academic disciplines allowed for cross-disciplinary comparisons. Statistical methods such as multiple regression and correlation analyses were used to assess connections between the predictors and critical thinking outcomes. The rapid adoption of e-learning in higher education necessitates a deeper understanding of its effectiveness in fostering critical thinking skills. This study investigates the determining factors of e-learning effectiveness in enhancing students critical thinking focusing on attitudes motivation readiness self-efficacy and self-regulation. A quantitative research design was employed utilizing a quantitative research design data were collected through a structured questionnaire composed of 42 Likert-scale items aligned with the study s six core constructs. Targeted 126 undergraduate students from the Arabic Language and Information Technology departments. Data were analyzed using multiple linear regression to examine predictive relationships between the variables and critical thinking. Key findings revealed that self-efficacy ( beta 0.317 p lt .001) and self-regulation ( beta 0.495 p lt .001) emerged as significant predictors of critical thinking collectively explaining 66.1% of the variance (R sup2 0.661). In contrast attitudes motivation and readiness did not directly predict critical thinking outcomes though they may indirectly influence critical thinking dispositions by fostering engagement and perseverance. The study underscores the centrality of learners internal regulatory mechanisms and confidence in navigating e-learning environments to achieve higher-order cognitive outcomes. Theoretical implications highlight the role of Social Cognitive Theory and Self-Regulation Theory in e-learning design while practical recommendations emphasize integrating scaffolded feedback self-regulation training and adaptive technologies to enhance students metacognitive strategies. Educators are urged to prioritize fostering self-efficacy through autonomy supportive practices and collaborative learning activities. Future research should explore discipline specific dynamics longitudinal effects and the mediating role of engagement in bridging motivation and critical thinking. This study contributes actionable insights for optimizing e-learning platforms to cultivate 21st-century critical thinking competencies. The study concludes with recommendations for educators and instructional designers to prioritize these determinant factors when developing e-learning curricula. By supporting students rsquo internal learning mechanisms institutions can better prepare learners for complex problem-solving and analytical tasks in academic and professional contexts.

Informasi Detail

DDC

Rd 371.33 ALR d

Prodi

Universitas Negeri Malang. Program Studi Teknologi Pembelajaran, 2025.

Deskripsi Fisik

viii, 132 lembar. : ilus., 30 cm

Bahasa

No Reg

00137/RD/25

Edisi

Disertasi (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. TEKNOLOGI PEMBELAJARAN - BERPIKIR KRITIS
2. MODEL PEMBELAJARAN - E LEARNING - EFEKTIFITAS
3. LEARNING TECHNOLOGY - CRITICAL THINKING

Pembimbing

1. Prof. Dr. H. Punaji Setyosari, M.pd, M.ed.; 2. Prof. Dr. Nurul Murtadho, M.pd; 3. Dr. Dedi Kuswandi, M.pd

Lampiran Berkas