An examination of factors impacting learning outcomes and satisfaction across college course formats

Purpose Research on student learning outcomes in online versus in-person courses has yielded mixed results, with contextual and individual-level factors playing an important role in shaping student experiences. The present study examined differences in cognitive, social and self-growth learning outcomes and overall course satisfaction between online and in-person college courses, while also investigating the relationships between emotion regulation (ER), self-directed learning behaviors (SDLBs) and sleep quality with these outcomes. Design/methodology/approach The current study evaluated student learning outcomes and self-reported course satisfaction in online and in-person college courses through the collection of online survey data with undergraduate students (N = 159). ER, SDLBs and sleep were also assessed using previously validated measures. Findings Learning outcomes and satisfaction were significantly higher for in-person courses than online courses, and SDLBs were related to better learning outcomes and higher satisfaction in both formats, especially social learning outcomes in in-person classes. Sleep quality was associated with satisfaction in online courses specifically. Although ER was not directly associated with learning outcomes or satisfaction in either format, it was significantly correlated with both SDLBs and sleep, suggesting that ER may exert an indirect influence on academic outcomes through these variables. Originality/value These results underscore the importance of self-directed learning in student success, regardless of format, and suggest that while online courses may be convenient, traditional settings may offer more robust learning experiences for many students.