{
  "abstract": "Online learning increases student flexibility and engagement, but its effectiveness depends on a design that encourages deep learning and proactive decision-making rather than just surface activities. This study aims to examine the relationships among student perceptions of online learning, deep learning tendencies, and proactive decision-making abilities in 202 students (M ± SD = 20.46 ± 1.75). Data were collected using the Distance Education Learning Environments Survey (DELES), the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), and the Students’ Proactive Decision-Making Scale (SPDMS-18). Spearman’s test showed that positive perceptions of online learning were significantly related to deep learning (ρ = 0.634, p < 0.001) and proactive decision-making (ρ = 0.474, p < 0.001). Descriptive results showed a positive trend in all online learning indicators, fluctuations in motivation and deep learning strategies in the middle semester, and high stability in the proactive decision-making aspect. These findings confirm that high-quality online learning experiences encourage the adoption of deep learning approaches and proactive decision-making, including intrinsic motivation, analytical strategies, initiative, and goal-setting. Practical implications emphasize the importance of digital pedagogy training for lecturers, the development of e-learning systems that support student independence, and curricula that stimulate analysis and reflection. This research contributes to the design of digital-based higher education oriented toward 21st-century competencies.",
  "abstract_shown": true,
  "affiliations": [],
  "article_type": null,
  "arxiv": null,
  "author_total": 5,
  "authors": [
    {
      "name": "Venny Rosalina"
    },
    {
      "name": "Yenni Rozimela"
    },
    {
      "name": "Indrayuda Indrayuda"
    },
    {
      "name": "Fabio Yuda"
    },
    {
      "name": "Erwin Mardiansyah"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/9dnamh3kwqer3.bib",
  "cited_by": 0,
  "doi": "10.12688/f1000research.178825.2",
  "fulltext_url": null,
  "id": "9dnamh3kwqer3",
  "issns": [
    "2046-1402"
  ],
  "landing_url": "https://f1000research.com/articles/15-586/v2",
  "language": null,
  "licence": "CC-BY-4.0",
  "licence_label": "CC BY 4.0",
  "licence_source": "journal",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [],
  "openalex": null,
  "pdf_url": null,
  "pmcid": null,
  "pmid": null,
  "published": "2026-10-26",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/9dnamh3kwqer3.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:17:19Z",
      "native_id": "10.12688/f1000research.178825.2",
      "source": "feed-f1000",
      "url": "https://f1000research.com/articles/15-586/v2"
    }
  ],
  "subjects": [],
  "title": "Students’ Perceptions of Online Learning and their Correlations with Deep Learning and Proactive Decision-making in Higher Education [version 2; peer review: 2 approved]",
  "title_text": "Students’ Perceptions of Online Learning and their Correlations with Deep Learning and Proactive Decision-making in Higher Education [version 2; peer review: 2 approved]",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:17:19Z",
  "url": "https://research.draconitic.com/paper/9dnamh3kwqer3",
  "venue": "F1000Research",
  "versions": []
}