The overall purpose of this research was to investigate the relationships among university students’ online learning profiles, internet-specific epistemic beliefs, metacognitive regulation, and engagement in online learning. This research incorporated two studies, namely Studies I and Study II, that aligned with the overall purpose. The purpose of Study I was to investigate the differences in online learning purposes and engagement among university students by analyzing their online learning profiles. Moreover, Study I examined how students with different online learning profiles would exhibit differences in terms of their online learning activities, online metacognitive regulation and internet-specific epistemic justification (ISEJ). In Study II, the research focused on engagement as a variable in online learning profiles. This investigation aligned with literature review and Study I findings that demonstrated how engagement plays a crucial role in online learning. In this sense, the purpose of Study II was to adopt a partial least squares-structural equation modeling approach (PLS-SEM) to investigate the structural relationships among internet-based epistemic justification, online metacognitive regulation, and engagement in online learning among university students. The analysis was divided into two parts: an investigation into the structural relationships using the whole group sample and a multi-group analysis to identify the structural relationships using different groups within the sample classified by their internet-specific epistemic beliefs.

In Study I, 389 participants who were undergraduate and graduate students in Thailand responded to three questionnaires. After conducting further analysis on the collected data, the participants were classified into four categories, including highly engaged, course-driven online learners (Cluster 1), less engaged, self-driven online learners (Cluster 2), less engaged, course-driven online learners (Cluster 3), and highly engaged, self-driven online learners (Cluster 4). Participants from the four clusters had different online learning profiles and depicted disparities in their online learning activities, online metacognitive regulation and internet-specific epistemic beliefs.

In Study II, the participants consisted of 300 Thai undergraduate students. Similar to Study I, Study II employed a questionnaire survey as the primary data collection instrument. The measurement model indicated that all constructs from the three adapted research instruments established sufficient reliability and validity, thereby justifying their subsequent use in PLS-SEM analyses. The results of structural relationships among the latent variables showed that all the three ISEJ constructs, including personal justification, justification by multiple sources, and justification by authority were positive predictors of metacognitive regulation in online learning whereas this construct further positively predicted all four aspects on engagement in online learning, including, behavioral, cognitive, social, and emotional engagement.

Moreover, the multi-group analysis further revealed that, for students possessing more sophisticated internet-specific epistemic beliefs (Group1), all the three ISEJ aspects including personal justification, justification by multiple sources, and justification by authority were significant positive predictor of online metacognitive regulation. For students possessing less sophisticated internet-specific epistemic beliefs (Group 2), personal justification was the only significant positive predictor of online metacognitive regulation. Nevertheless, it was found that online metacognitive regulation was significant positive predictors of all aspects of engagement in online learning (behavioral, cognitive, social, and emotional engagement) across the two groups. Discussion and implications were made based on the lessons learned in both Study I and Study II

The overall purpose of this research was to investigate the relationships among university students’ online learning profiles, internet-specific epistemic beliefs, metacognitive regulation, and engagement in online learning. This research incorporated two studies, namely Studies I and Study II, that aligned with the overall purpose. The purpose of Study I was to investigate the differences in online learning purposes and engagement among university students by analyzing their online learning profiles. Moreover, Study I examined how students with different online learning profiles would exhibit differences in terms of their online learning activities, online metacognitive regulation and internet-specific epistemic justification (ISEJ). In Study II, the research focused on engagement as a variable in online learning profiles. This investigation aligned with literature review and Study I findings that demonstrated how engagement plays a crucial role in online learning. In this sense, the purpose of Study II was to adopt a partial least squares-structural equation modeling approach (PLS-SEM) to investigate the structural relationships among internet-based epistemic justification, online metacognitive regulation, and engagement in online learning among university students. The analysis was divided into two parts: an investigation into the structural relationships using the whole group sample and a multi-group analysis to identify the structural relationships using different groups within the sample classified by their internet-specific epistemic beliefs.

In Study I, 389 participants who were undergraduate and graduate students in Thailand responded to three questionnaires. After conducting further analysis on the collected data, the participants were classified into four categories, including highly engaged, course-driven online learners (Cluster 1), less engaged, self-driven online learners (Cluster 2), less engaged, course-driven online learners (Cluster 3), and highly engaged, self-driven online learners (Cluster 4). Participants from the four clusters had different online learning profiles and depicted disparities in their online learning activities, online metacognitive regulation and internet-specific epistemic beliefs.

In Study II, the participants consisted of 300 Thai undergraduate students. Similar to Study I, Study II employed a questionnaire survey as the primary data collection instrument. The measurement model indicated that all constructs from the three adapted research instruments established sufficient reliability and validity, thereby justifying their subsequent use in PLS-SEM analyses. The results of structural relationships among the latent variables showed that all the three ISEJ constructs, including personal justification, justification by multiple sources, and justification by authority were positive predictors of metacognitive regulation in online learning whereas this construct further positively predicted all four aspects on engagement in online learning, including, behavioral, cognitive, social, and emotional engagement.

Moreover, the multi-group analysis further revealed that, for students possessing more sophisticated internet-specific epistemic beliefs (Group1), all the three ISEJ aspects including personal justification, justification by multiple sources, and justification by authority were significant positive predictor of online metacognitive regulation. For students possessing less sophisticated internet-specific epistemic beliefs (Group 2), personal justification was the only significant positive predictor of online metacognitive regulation. Nevertheless, it was found that online metacognitive regulation was significant positive predictors of all aspects of engagement in online learning (behavioral, cognitive, social, and emotional engagement) across the two groups. Discussion and implications were made based on the lessons learned in both Study I and Study II

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