The purpose of this study is to clarify the effect of self-regulated learning on students' perceived service quality in online learning environments. Self-regulated learning is an important active learning behavior of students in online learning. However, previous research has not clarified the effect of self-regulated learning on students' perceived service quality. Therefore, this study conducted an online experiment to measure the effect of self- regulated learning in both face-to-face and online learning environments. The results showed that learning in the online environment lowers students' perceived service quality compared to the face-to-face learning environment. On the other hand, the study clarified that self-regulated learning has a moderating effect on this effect.

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Incorporating effective collaborative learning into the services offered to students is important in educational services. On the other hand, many studies have shown that collaborative learning in groups does not lead to student evaluations such as satisfaction with the courses and learning. Therefore, this study focused on students' perceived service quality and developed a model of student evaluation of collaborative learning to clarify the structure of students' service evaluation of collaborative learning. Furthermore, I conducted an empirical analysis of online collaborative learning to verify the validity of the model. The results revealed that students' co-regulated learning has a positive impact on service quality, and that this impact is mediated by collective efficacy.

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