Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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The rapid development of Internet and instructional technologies are leverage for E-learning to enhance the educational environment. The Social Networking Framework has attracted many and still plays a vital role in the lives of individuals currently. The results of this study were presented to be meaningful with the outcomes of hypothesis testing. SEM was employed to verify the relationships between UTAUT factors and BI, as well as ARCS factors, showed that UTAUT factors had a strongly significant and positive effect on BI towards the social networking framework. This research discusses the fundamental targets of this research in full detail. It also gives the significant and insignificant factors of BI when MMU students in Malaysia use Social Networking Framework for learning. In addition, this paper will explain how UTAUT with ARCS framework (underpinning theories) is the most suitable model for adopting Social Networking Framework among MMU students in Malaysia. Finally, this study has a few constraints that can be tenable for future research.

Ineffective cognitive processes result in learning difficulties online. Hence, how cognitive learning processes influence the way students engage and learn online needs further investigation. This study, therefore, examined cognitive engagement and metacognitive knowledge strategies on learning performance among Malaysian IT Undergraduates. A sample of 563 IT undergraduates from private higher education in Malaysia participated in this quantitative study that were collected through a questionnaire. Data was analysed using PLS-SEM. The findings of this study constitutes essential results where all cognitive engagement strategies and two of metacognitive knowledge strategies positively influence the students’ perception of learning performance. Nevertheless, one metacognitive strategy resulted in a negative relationship with learning performance which have led to a new finding. This study concluded that the acquisition of cognitive and metacognitive skills are needed to excel in digital learning for deeper learning. Lecturers can use the findings of this study to integrate the necessary cognitive and metacognitive learning approaches across all key learning areas in the digital learning without altering the curriculum.