This study examined university students’ online learning profiles in terms of activities, purposes, and engagement, and how the different profiles related to metacognitive regulation and internet-specific epistemic justification. Three questionnaires were used to collect data from 389 undergraduate and graduate students in Thailand. The results indicated five emergent clusters as follows: highly-engaged self-driven online contributors, moderately engaged self-driven online viewers, less engaged self-driven online learners, highly engaged course-driven online learners, and less engaged course-driven online learners. Moreover, the students of the five clusters who demonstrated different online learning profiles showed significant differences in their metacognitive regulation and internet-specific epistemic justification. Implications are discussed.

本研究在活动、目的和参与方面检查了大学生的在线学习概况，以及不同的概况如何与元认知监管和特定于互联网的认知论证相关。三份问卷用于收集泰国 389 名本科生和研究生的数据。结果表明五个新兴集群如下：高度参与的自我驱动在线贡献者，适度参与的自我驱动在线观众，参与度较低的自我驱动在线学习者，高度参与的课程驱动在线学习者，以及参与度较低的课程驱动在线学习者. 此外，表现出不同在线学习概况的五个集群的学生在元认知调节和特定于互联网的认知理由方面表现出显着差异。影响进行了讨论。