Challenges and Problems on Self-directed Learning Readiness in Non–face-to-face Educational Settings During COVID-19

Abstract

This study aimed to verify whether self-directed learning readiness (SDLR) level can be significantly predicted by the literacy of learning management system (LLMS), motivation, and feedback interaction (FI) in non–face-to-face educational settings. We performed Pearson’s correlation analysis and multiple regression analysis. A total of 206 online college students responded to this web survey using simple random sampling. Results showed that three variables (LLMS, motivation, and FI) were positively associated with SDLR. Moreover, motivation and LLMS affected the SDLR level, and FI did not. Moreover, it is necessary for online educators to understand the problems that learners may face, such as low LLMS, low motivation, and lack of interaction in a non–face-to-face educational circumstances. In addition, this study suggested that they can encourage their students to increase LLMS and motivation for improving self-directed learning of online students during COVID-19 pandemic. Lastly, limitations and suggestions were discussed for future studies.