Self-directed Learning Behavior among Communication Arts Students in a HyFlex Learning Environment at a Government University in Thailand

Abstract

Purpose As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students. Design/methodology/approach Through a stratified random sampling, a total of 560 participants from the communication arts program at a government university were selected. SPSS was used for the descriptive statistics, t-test and one-way analysis of variance were used to compare gender and year of study, and Amos was used to report the constructs of the SDL. Findings Although the levels of SDL were at a medium level among the respondents, the creativity (M = 3.91) dimension was higher than the other dimensions in SDL. Among the constructs of SDL, love of learning was higher among female respondents (M = 3.54) compared to that among male students (M = 3.40). When compared among the different years of study, SDL showed no significant differences. The confirmatory factor analysis showed that the dimensions of SDL had a second-order factor loading score of 0.42–0.57. Implications The results of the study would be beneficial for educational administrators and lecturers in enhancing students’ SDL behavior in a HyFlex learning environment.