The Influence of Online Learning Platforms on Self-Regulated Learning

Abstract

The rapid expansion of online learning platforms has transformed higher education by providing flexible, accessible, and technology-enhanced learning opportunities for students across diverse educational contexts. Learning management systems, massive open online courses (MOOCs), virtual classrooms, and artificial intelligence-powered educational platforms have shifted the focus from teacher-centered instruction to learner-centered education, requiring students to assume greater responsibility for managing their own learning. In this context, self-regulated learning has emerged as a critical competency that enables students to plan, monitor, evaluate, and adapt their learning strategies to achieve academic success. This study examines the influence of online learning platforms on self-regulated learning by exploring how digital learning environments affect students' motivation, time management, self-monitoring, and academic performance. A quantitative research design is proposed using a structured questionnaire administered to undergraduate and postgraduate students who regularly use online learning platforms. students' patterns of platform usage, self-regulated learning behaviors, digital literacy, academic engagement, and perceived learning effectiveness. Data can be analyzed using descriptive statistics, correlation analysis, and multiple regression techniques to determine the relationship between online learning platform utilization and self-regulated learning.