The Effect of Self-Directedness on Learning Outcomes in Distance Learning Courses in Higher Education

Abstract

Distance learning requires students to have different skills than face-to-face learning. The learning environment and the interaction with the teacher and other students are different. Distance learning typically gives students flexibility, such as in terms of their study schedules. For these reasons, in distance learning, it is important for students to be able to independently study, do tasks, and manage their own time. Distance learning also requires increased self-motivation. For this research, master’s-level computer science students took the Fisher self-directed learning readiness (SDLR) test to assess their level of self-direction. The results show that the level of student self-direction in the adult distance learning program is very high. The study examined student performance in distance learning courses in relation to SDLR scores. SDLR scores were not found to correlate with academic achievement when success was examined in terms of grades and course completion. The only difference between the different performers was found in the subscale of self-management, which includes time management, systematic thinking, and the ability to take responsibility for the progress of one’s own learning. Although the difference was not statistically significant, the results suggest that factors related to time and daily life management could have an impact on learning outcomes, However, they alone do not explain learning outcomes, and other factors may also be involved.