EXPLORING THE INTERACTION BETWEEN TECHNOLOGICAL, ENVIRONMENTAL AND PERSONAL FACTORS IN POSTGRADUATE ODL SUCCESS

Abstract

The rapid advancement of online education, particularly Online Distance Learning (ODL), has made significant strides in shaping modern educational landscapes, especially for postgraduate students. However, various factors influence students' academic performance, particularly in Malaysian private universities offering ODL programs under frameworks such as Accreditation of Prior Experiential Learning (APEL A). This study examines the combined impact of technological tools, infrastructure quality, and personal motivation on postgraduate ODL students' academic performance, focusing on how these factors interact and how online learning satisfaction acts as a moderator. A quantitative approach was employed, using surveys to collect data from postgraduate students engaged in ODL programs across various private institutions. The results highlight the substantial role of technology-enhanced learning tools and infrastructure in promoting student engagement and performance. Additionally, personal motivation emerged as a key factor in student success. Online learning satisfaction was found to significantly moderate the relationship between these factors and academic performance. The findings provide valuable insights for educators and policymakers to enhance the effectiveness of ODL programs, ensuring more inclusive, effective and supportive learning environments for postgraduate learners in Malaysia.