scholarly journals Cognitive Flexibility, Procrastination, and Need for Closure Predict Online Self-Directed Learning Among Pakistani Virtual University Students

2021 ◽  
Vol 6 (2) ◽  
pp. 31-41
Author(s):  
Itbar Khan ◽  
Marlene Schommer-Aikins ◽  
Nazia Saeed
Keyword(s):  
Online Learning ◽  
University Students ◽  
Cognitive Flexibility ◽  
Psychological Factors ◽  
Need For Closure ◽  
Regression Analyses ◽  
Self Directed Learning ◽  
Virtual University ◽  
Directed Learning ◽  
The Relationship

This study investigated the relationship between students’ self-directed online learning and their everyday psychological factors often associated with learning in general.Total 140 Virtual University students in Pakistan completed measures of online self-directed learning and psychological factors, including cognitive flexibility, procrastination, and need for closure.  Regression analyses indicated that the less students procrastinate in general, the more students embraced cognitive flexibility, and the less they impulsively sought quick solutions, the more likely they reported effective online self-directed learning.  In contrast, younger students, had a need for quick answers, procrastinate in general, and who embraced cognitive flexibility, were more likely to report ineffective online self-directed learning.The results suggest that students may be given training on how to avoid procrastination. Students need for closure can be eased by quizzes throughout the semester and students may be taught alternatives for encouraging cognitive flexibility.

scholarly journals The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

2020 ◽  
Vol 8 (1) ◽  
pp. 129-165
Author(s):  
Mehmet Durnali
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
University Students ◽  
Structural Equation ◽  
Attitude Scale ◽  
University Education ◽  
Equation Modeling ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms. Received: 07 March 2020Accepted: 17 November 2020

Students Perceptions Of Success In The Online Graduate-Level Classes: A Self-Directed Learning Perspective

2013 ◽  
Vol 6 (1) ◽  
pp. 115 ◽  
Author(s):  
Pao-Nan Chou
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Graduate Students ◽  
Qualitative Method ◽  
Public University ◽  
Graduate Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

The purpose of this study is to examine the phenomenon of successful online learning, defined as a higher academic performance (A or 90) and to find if there is the evidence to confirm the role of self-directed learning in the online graduate-level courses. A qualitative method was used to analyze learners perceptions of online learning experiences. Six graduate students from an American public university participated in this study. The qualitative analysis yielded six major themes, which confirm the relationship between self-directed learning and academic performance.

scholarly journals The Mediating Effect of Insecure Adult Attachment on the Relationship between Smartphone Addiction and Self-Directed Learning in University Students

2020 ◽  
Vol 10 (2) ◽  
pp. 124-134
Author(s):  
Inhee Park ◽  
Sinhyang Kim ◽  
Yeonok Suh
Keyword(s):  
University Students ◽  
Adult Attachment ◽  
Pearson Correlation ◽  
Attachment Anxiety ◽  
Mediating Effect ◽  
Learning Ability ◽  
Smartphone Addiction ◽  
Self Directed Learning ◽  
Directed Learning ◽  
The Relationship

(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.

FLIPPED CLASSROOM IN INDONESIAN ONLINE LEARNING: STUDENTS PRESPECTIVE

2021 ◽  
Vol 7 (2) ◽  
pp. 136-150
Author(s):  
Yati Suwartini ◽  
Uwes Anis Chaeruman ◽  
Ninuk Lustiyantie
Keyword(s):  
Online Learning ◽  
High School Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Descriptive Study ◽  
Learning Technology ◽  
Self Directed Learning ◽  
School Students ◽  
Use Of Technology ◽  
Directed Learning

Abstract The Flipped Classroom is a teaching method that makes use of technology to provide a self-directed learning environment for students. The purpose of this article is to learn about high school students' perspectives on Flipped Classroom, the use of video and social media, time spent studying, mastery of learning materials, and completion of online learning. This study is a descriptive study. Questionnaires were presented to 95 Indonesian students who were chosen at random. In general, when students use Flipped Classroom in Indonesian lessons, they spend less time doing assignments or homework, they enjoy learning more, and they benefit from learning videos in Flipped Classroom to help them grasp the material. This article demonstrates how Flipped Classroom improves student participation, communication, and understanding.   Keywords: Flipped Classroom, online learning, technology

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