This research aims to explore and investigate potential factors influencing students’ academic achievements and satisfaction with using online learning platforms. This study was constructed based on Transactional Distance Theory (TDT) and Bloom’s Taxonomy Theory (BTT). This study was conducted on 243 students using online learning platforms in higher education. This research utilized a quantitative research method. The model of this research illustrates eleven factors on using online learning platforms to improve students’ academic achievements and satisfaction. The findings showed that the students’ background, experience, collaborations, interactions, and autonomy positively affected students’ satisfaction. Moreover, effects of the students’ application, remembering, understanding, analyzing, and satisfaction was positively aligned with students’ academic achievements. Consequently, the empirical findings present a strong support to the integrative association between TDT and BTT theories in relation to using online learning platforms to improve students’ academic achievements and satisfaction, which could help decision makers in universities and higher education and colleges to plan, evaluate, and implement online learning platforms in their institutions.

Educators and course designers may face great hurdles when designing courses if they include an online setting. Instructional design (ID) has played a vital role as a change agent in facilitating the pedagogical and technological transformation of educators and students. However, some instructors still find ID challenging and there are information gaps regarding instructional design models, categories, educational context, and recommendations for future work. This systematic literature review (SLR) analyzed 31 publications using PRISMA to address this gap. The results of this review suggest combining ID models with broader theoretical frameworks. Investigations and research on ID should include a bigger number of ID types. It is highly recommended that extra frameworks be added to the ID procedure. To explore and grasp all parties engaged in ID, including the role of the instructor, the ID designer, and the student, it is important for additional educational contexts to be amalgamated. For novices in the field, such as graduate students, it is crucial to pay close attention to the several phases and techniques of ID. This review sheds light on the trends, future agenda, and research requirements associated with ID in educational settings. It might serve as a basis for future research on ID in educational contexts.

The technology acceptance model (TAM) is an information systems model that models how consumers use and accept technology. Scholars have implemented TAM widely to examine the effectiveness and ease of use of online learning. Therefore, this analysis comprehensively analyses TAM’s role in accepting online learning platforms by conducting bibliometric and content analysis based on the PRISMA framework. Insights into technology acceptance models were determined by bibliometrics analysis with VosViewer and content analysis. Methods: This study expanded all research from 2002 to 2020. A sum of 120 publications was analysed in January 2022 as documented in the Scopus database after applying the including and excluding criteria in addition to the manual evaluation. Results: This review’s findings identified the most compelling subjects covered by the journal. Most prolific countries, educational institutions, Journals, and authors were identified. Additionally, the results demonstrate several significant models for technology acceptance; several online learning environments were outlined (MOOC, Moodle, E-learning, flipped learning, and blended learning). Conclusion: The research presents a roadmap for potential researchers, concentrating on critical areas where success is possible. However, more research is required to utilize the TAM model and incorporate different online learning environments.

To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices; they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’ SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention.

Moore established transactional distance theory (TDT) to grasp transactional distance in the context of distance learning. Research using TDT in distance, open, and online learning environments has been undertaken. However, there are information gaps about what constitutes progress, future directions, and research deficits pertaining to TDT in the context of distance education. This systematic literature review (SLR) used PRISMA to analyze 42 papers to close the knowledge gap. Currently, TDT research in distance learning integrates various theories and models; nevertheless, there is a movement toward acceptance models and how to incorporate more relevant theories within the framework of distance learning. Future studies should integrate other aspects such as student motivation, student acceptance of technology, and student preparedness and desire to utilize technology in learning environments. As most research samples students, a research gap involving instructors and heterogeneous groups is proposed. It is projected that quantitative research will predominate in the future, leaving qualitative and mixed approaches as areas of investigation. This review illuminates the developments, future agenda, and research needs pertaining to TDT in the context of distance learning. It might serve as a foundation for future study on TDT in the context of distance, open, and online education.