Students' Perceptions of Online Learning and their Correlations with Deep Learning and Proactive Decision-making in Higher Education

Online learning increases student flexibility and engagement, but its effectiveness depends on a design that encourages deep learning and proactive decision-making rather than just surface activities. This study aims to examine the relationships among student perceptions of online learning, deep learning tendencies, and proactive decision-making abilities in 202 students (M ± SD = 20.46 ± 1.75). Data were collected using the Distance Education Learning Environments Survey (DELES), the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), and the Students' Proactive Decision-Making Scale (SPDMS-18). Spearman's test showed that positive perceptions of online learning were significantly related to deep learning (ρ = 0.634, p < 0.001) and proactive decision-making (ρ = 0.474, p < 0.001). Descriptive results showed a positive trend in all online learning indicators, fluctuations in motivation and deep learning strategies in the middle semester, and high stability in the proactive decision-making aspect. These findings confirm that high-quality online learning experiences encourage the adoption of deep learning approaches and proactive decision-making, including intrinsic motivation, analytical strategies, initiative, and goal-setting. Practical implications emphasize the importance of digital pedagogy training for lecturers, the development of e-learning systems that support student independence, and curricula that stimulate analysis and reflection. This research contributes to the design of digital-based higher education oriented toward 21st-century competencies.