From Assessment to Growth: Validation of an e-Learning Style Mediation Framework in Higher Education

Abstract

This study aimed to develop and validate a measurement tool that examines how e-learning system and e-learning environment mediate the relationship between learning activities, coursework assessment and scholarly growth among postgraduate students. Aligned with Sustainable Development Goal 4 (Quality Education), the study emphasizes inclusive learning and the development of lifelong skills. Grounded in self-regulated learning and assessment-for-learning theories. Learning system and learning style is viewed as a flexible and adaptive process rather than a fixed category, linking assessment practices to academic development. A quantitative survey was conducted with 48 postgraduate students, and the data were analyzed using SmartPLS 4.0. Results showed high reliability, with Cronbach’s alpha values ranging from 0.86 to 0.91 across the three constructs: Coursework Assessment Quality, Learning-Style Mediation, and Scholarly Growth. Validity was also confirmed, as average variance extracted values exceeded 0.50 and discriminant validity criteria were met. Most measurement items showed strong factor loadings, although a small number were revised for clarity. Overall, the validated instrument demonstrated strong measurement quality and suitability for mediation analysis. Findings indicate that effective coursework assessment encourages adaptive learning behaviors, which in turn support scholarly growth, reflecting the principles of sustainable and high-quality education.