The Impact of Decentralized Learning Platforms on Learner Retention through Digital Credential Trust and Self-regulated Learning Capacity in Emerging Education Systems

Abstract

This paper discusses how decentralized learning platforms (DLP) affect learner retention (LR) with reference to the mediating effects of digital credential trust (DCT) and self-regulated learning capacity (SRLC) within the education systems in Jordan. The quantitative approach was taken based on the survey data gathered amongst 318 learners that participated in the digital and DLP within Jordan. The hypothesized relationships were tested using structural equation modeling (SEM) with AMOS v.26. The results show that DCP do not exert a considerable direct influence on LR. Nevertheless, they have great impacts on DCT and SRLC that in their turn positively influence LR. These findings affirm the complete mediating effect of the two constructs, and their significance in maintaining learner engagement. The cross-sectional nature of the study and the use of self-reported data are limitations of the study. However, it provides a contribution to the adaptive learning ecosystem literature by implementing the mechanisms of trust and self-regulation into the context of decentralized education. This study offers new knowledge to the connection between DLP indirectly increase the retention of learners in a developing education system because of the trust in digital credentials and the self-regulatory ability of learners in a growing education system.