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<p>This study examined how study resources and technological demands jointly shape engagement, burnout, and satisfaction in Indonesian online higher education. Drawing on the Study Demands–Resources (SD-R) framework, four key resources—teaching and course design, institutional digital support, peer climate, and technology resilience—were evaluated alongside four techno-cognitive demands: cognitive switching demand, system complexity, technology overload, and connectivity burden. Using survey data from 531 undergraduate students and PLS-SEM analysis, the results show that strong pedagogical design and adaptive digital coping skills play central roles in sustaining engagement and satisfaction, while fragmented multitasking and digital overload are major contributors to burnout. Satisfaction is most strongly explained by engagement, whereas burnout exerts a smaller yet negative influence. These findings highlight the need for a coherent instructional structure, reduced platform fragmentation, and strengthened digital resilience initiatives to enhance student experiences in blended and online learning environments.</p>

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Understanding student satisfaction in their online learning: a student demands–resources model of engagement and burnout

  • 期刊论文

  • 发表日期：

    2026年7月18日

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  • Sasmayunita Sasmayunita,
  • Sultan Sultan,
  • Mantasiah Mantasiah,
  • Sakaria Sakaria,
  • Wirawan Setialaksana

摘要

This study examined how study resources and technological demands jointly shape engagement, burnout, and satisfaction in Indonesian online higher education. Drawing on the Study Demands–Resources (SD-R) framework, four key resources—teaching and course design, institutional digital support, peer climate, and technology resilience—were evaluated alongside four techno-cognitive demands: cognitive switching demand, system complexity, technology overload, and connectivity burden. Using survey data from 531 undergraduate students and PLS-SEM analysis, the results show that strong pedagogical design and adaptive digital coping skills play central roles in sustaining engagement and satisfaction, while fragmented multitasking and digital overload are major contributors to burnout. Satisfaction is most strongly explained by engagement, whereas burnout exerts a smaller yet negative influence. These findings highlight the need for a coherent instructional structure, reduced platform fragmentation, and strengthened digital resilience initiatives to enhance student experiences in blended and online learning environments.