Students’ Perceptions of Online Learning and their Correlations with Deep Learning and Proactive Decision-making in Higher Education [version 2; peer review: 2 approved]
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.
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BibTeX
@article{rosalina2026students,
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]}},
author = {Venny Rosalina and Yenni Rozimela and Indrayuda Indrayuda and Fabio Yuda and Erwin Mardiansyah},
journal = {F1000Research},
year = {2026},
month = oct,
doi = {10.12688/f1000research.178825.2},
url = {https://f1000research.com/articles/15-586/v2},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Students’ Perceptions of Online Learning and their Correlations with Deep Learning and Proactive Decision-making in Higher Education [version 2; peer review: 2 approved]
AU - Venny Rosalina
AU - Yenni Rozimela
AU - Indrayuda Indrayuda
AU - Fabio Yuda
AU - Erwin Mardiansyah
PY - 2026
DA - 2026/10/26
JO - F1000Research
DO - 10.12688/f1000research.178825.2
UR - https://f1000research.com/articles/15-586/v2
AB - 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.
SN - 2046-1402
ER -