Self-directed Learning, Self-efficacy, and Technology Readiness in E-learning Among University Students
Abstract
Research on e-learning shows that there are moderating factors determining the successful use of e-learning. Learner’s internal factors such as attitudes, self-efficacy, digital literacy, self-directed learning, and technology readiness are factors that influence the use of e-learning and e-learning satisfaction. External factors such as technical support, infrastructure support, and leadership have also been found to affect e-learning satisfaction. The objectives of this quantitative study are twofold. First, it intends to explore how students used e-learning during the COVID-19 pandemic. Second, it examines the interplay between self-directed learning, self-efficacy, and technology readiness among university students. For this quantitative study, a questionnaire was administered to 4,953 university students. Using descriptive statistics and multiple regression analysis, this study looks at the relationships between self-efficacy, technology readiness, and self-directed learning. The implications of this study on higher education policy on e-learning will also be discussed.
Keywords: self-directed learning, self-efficacy, technology readiness, e-learning
References
[1] Holley D. Which room is the virtual seminar in please? Education + Training. 2002;44(3):112–21. https://doi.org/10.1108/00400910210424 283
[2] AlQahtani AA, Higgins SE. Effects of traditional, blended and elearning on students’ achievement in higher education. Journal of Computer Assisted Learning. 2013;29(3):220-234. http://dx.doi.org/10.1111/j.1365-729.2012.00490.x
[3] Bhuasiri W, Xaymoungkhoun O, Zo H, Rho JJ, Ciganek AP. Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty. Computers & Education. 2012;58(2):843-55. http://dx.doi.org/10.1016/j.compedu.2011.10.010
[4] Cheung R, Vogel D. Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning. Computers & Education. 2013;63:160-75. http://dx.doi.org/10.1016/j.compedu.2012.12.003
[5] Paechter M, Maier B, Macher D. Students’ expectations of, and experiences in elearning: Their relation to learning achievements and course satisfaction. Computers & Education. 2010;54(1):222-229. http://dx.doi.org/10.1016/ j.compedu.2009.08.005 [6] Hartley D. All aboard the e-learning train. Training & Development. 2000;54(7):37-60.
[7] Liaw SS, Huang HM, Chen GD. Surveying instructor and learner attitudes toward e-learning. Computers & Education. 2007;49(4):1066-80. https://doi.org/10.1016/j.compedu.2006.01.001
[8] Chu RJC, Tsai CC. Selfdirected learning readiness, internet selfefficacy and preferences towards constructivist internetbased learning environments among higheraged adults. Journal of Computer Assisted Learning. 2009;25(5):489-501. https://doi.org/10.1111/j.13652729.2009. 00324.x
[9] Morris TH. Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education. 2019;65(4):633-53. https://doi.org/10.1007/s11159-019-09793-2
[10] Morris TH. Adaptivity through self-directed learning to meet the challenges of our ever-changing world. Adult Learning. 2019;30(2):56-66. https://doi.org/10.1177/1045159518814486
[11] Bolliger D, Erichsen E. Student satisfaction with blended and online courses based on personality type. Canadian Journal of Learning and Technology. 2013;39(1):1-23. https://doi.org /10.21432/t2b88w
[12] Strong R, Irby TL, Wynn JT, McClure MM. Investigating students’ satisfaction with elearning courses: The effect of learning environment and social presence. Journal of Agricultural Education. 2012;53(3):98-110. https://doi.org/10.5032/jae.2012.03098
[13] Ho LA. The antecedents of e-learning outcome: An examination of system quality, technology readiness, and learning behavior. Adolescence. 2009;44(175):581-99.
[14] Al-Rahmi WM, Othman MS, Yusuf LM. Exploring the factors that affect student satisfaction through using e-learning in Malaysian higher education institutions. Mediterranean Journal of Social Sciences. 2015;6(4):299-310. https://doi.org/10.5901/mjss.2015.v6n4s1p299
[15] Nortvig AM, Petersen AK, Hattesen S. A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-learning. 2018;16:46–55.
[16] Curran V, Gustafson DL, Simmons K, Lannon H, Wang C, Garmsiri M. Adult learners’s perceptions of self-directed learning and digital technology usage in continuing professional education: An update for the digital age. Journal of Adult and Continuing Education. 2019;25(1):74–93. https://doi.org/10.1177/ 1477971419827318
[17] Zhu, M.; Bonk, C. J.; Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management, Educational Technology Research and Development, Vol. 68, No. 5, 2073–2093. doi:10.1007/s11423-020-09.
[18] Knowles M. Self-directed learning. New York: Association Press; 1975.
[19] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change., Psychological Review, Vol. 84, No. 2, 191–215. doi:10.1037/0033-295X.84.2.191.
[20] Zimmerman BJ. Self-efficacy: An essential motive to learn. Contemporary Educational Psychology. 2000;25(1):82-91. https://doi.org/10.1006/ceps.1999.1016
[21] Geng S, Law KM, Niu B. Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education. 2019;16(1):1-22. https:// doi.org/10.1186/s41239-019-0147-0
[22] Fisher MJ, King J. The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today. 2010;30(1):44-8. https://doi.org/ 10.1016/j.nedt.2009.05.020
[23] Kumar, C. B.; Potnis, A.; Gupta, S. (2015). Video conferencing system for distance education, 2015 IEEE UP Section Conference on Electrical Computer and Electronics (UPCON), IEEE, 1–6. doi:10.1109/UPCON.2015.7456682
[24] 24 Themelis, C.; Sime, J.-A. (2020). From Video-Conferencing to Holoportation and Haptics: How Emerging Technologies Can Enhance Presence in Online Education?, 261–276. doi:10.1007/978-981-15-0618-5_16
[25] L. Mishra, T. Gupta, and A. Shree, “Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic.,” International Journal of Educational Research Open. vol. 1, 1-8, 2020.
[26] Wei HC, Chou C. Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education. 2020;41(1):48-69. https://doi.org/10.1080/01587919.2020.1724 768