Development of a New Model on Utilizing Online Learning Platforms to Improve Students’ Academic Achievements and Satisfaction

Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B. M., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(38). https://doi.org/10.1186/s41239-020-00216-z

Introduction

With the rapid expansion of online education, higher education institutions face the challenge of ensuring both student satisfaction and academic achievement. While online platforms offer flexibility and access, their effectiveness depends on how well they support interaction, collaboration, and meaningful learning. This study introduces a new model grounded in Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT) to explain factors influencing student performance in online learning.

Objectives

1. To identify key factors affecting student satisfaction and achievement in online learning platforms.

2. To integrate TDT and BTT into a unified conceptual model for online education.

3. To test the relationships between student background, experience, interactions, and academic performance.

4. To provide insights for improving online learning design and practice in higher education.

Methodology

The research used a quantitative design with data collected from 243 higher education students actively engaged in online learning platforms. Survey instruments measured 11 factors drawn from TDT (interaction, collaboration, autonomy, distance) and BTT (application, remembering, understanding, analyzing). Structural equation modeling (SEM) was used to test the proposed model and examine causal relationships between variables.

Findings

The study confirmed that multiple factors significantly influence student satisfaction and achievement:

• Background and experience: Prior exposure to online learning increased comfort and engagement.

• Collaboration and interaction: Peer collaboration and instructor interaction strongly predicted satisfaction.

• Autonomy: Students with more control over their learning process reported higher satisfaction.

• Cognitive processes: Skills such as applying, remembering, understanding, and analyzing were positively aligned with academic achievement.
  The integrative model showed strong explanatory power, validating the combination of TDT and BTT in predicting student success in online learning contexts.

Discussion

The findings emphasize that online platforms must move beyond content delivery toward fostering active engagement, interaction, and cognitive skill development. Student satisfaction plays a mediating role, directly influencing achievement. The study highlights the importance of designing platforms that support communication, collaborative tasks, and opportunities for higher-order thinking. It also demonstrates that learner autonomy is critical, aligning with broader trends in student-centered education.

Conclusion

This research offers a validated model that combines Transactional Distance Theory and Bloom’s Taxonomy to explain how online learning platforms can enhance student achievement and satisfaction. The study suggests that institutions should:

• Design platforms with interactive and collaborative features.

• Provide structures that encourage learner autonomy.

• Align activities with Bloom’s higher-order cognitive skills.

• Continuously monitor and support student satisfaction as a driver of achievement.
  The model provides a practical guide for policymakers, instructional designers, and educators to strengthen online learning quality in higher education.