Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals

Sun, Wei; Hong, Jon‐Chao; Dong, Yan; Huang, Yue; Fu, Qian

doi:10.1007/s40299-022-00653-6

Cited by 35 publications

(21 citation statements)

References 53 publications

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“…First, this study employed the snowball sampling method to survey students in Chinese vocational colleges with online learning experience. However, Sun et al stated that respondents may not be actively participating in online courses when completing questionnaires, which may lead to their previous online learning experiences not being completely clear [89]; this issue needs to be promptly addressed. In future studies, intentional sampling can be adopted instead, and the surveys of students who have actively participated in online courses can be retested to verify the relationship between the variables in this study.…”

Section: Research Limitations and Recommendations For Future Researchmentioning

confidence: 99%

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Lee

Wang

et al. 2023

Sustainability

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In an attempt to prevent and control the outbreak of COVID-19, education systems worldwide have comprehensively implemented online courses to fulfill the educational goal of the suspension of classes without suspending school. Numerous online courses have been developed under these circumstances. From the perspective of sustainable development goals, these online courses should be continued. However, as the epidemic gradually eases, it is questionable whether or not students will still willingly participate in these courses. The method of teaching is a critical issue for schools to decide. Compared with other related educational research, the research on the vocational education system is still limited. To expand the understanding of this topic, this study adopted snowball sampling and invited students from Chinese vocational colleges to fill in a questionnaire to help understand the perceptions that affect students’ expectations, attitudes, perceived effects, and satisfaction and the persistence of online learning. A total of 819 valid questionnaires were retrieved, with an effective questionnaire response rate of 81.9%. Meanwhile, under the framework of Expectation Confirmation Theory (ECT) and the Technology Acceptance Model (TAM), this study extended the theoretical model and proposed a sustainable model. The results of this study showed the following: 1. Expectancy belief and online learning attitudes had a positive impact on perceived ease of use and usefulness; 2. Perceived ease of use had a negative impact on practical class satisfaction but a positive impact on theoretical class satisfaction and perceived usefulness; 3. Perceived usefulness had a negative impact on practical course satisfaction but a positive impact on theoretical course satisfaction; and 4. Both types of course satisfaction had a positive impact on continuous use intentions for learning.

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Section: Research Limitations and Recommendations For Future Researchmentioning

confidence: 99%

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Lee

Wang

et al. 2023

Sustainability

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show abstract

“…Self-directed learning can help to understand an individual's attitude toward online learning and provide further insight into how an individual can use learning methods in an online environment ( 23 ). This study adopted the scale of Sun ( 47 ), which divides self-directed learning into two aspects: approach and attitude. In the original scale, there were five items for self-directed learning approach and five for self-directed learning attitudes ( 47 ).…”

Section: Methodsmentioning

confidence: 99%

“…This study adopted the scale of Sun ( 47 ), which divides self-directed learning into two aspects: approach and attitude. In the original scale, there were five items for self-directed learning approach and five for self-directed learning attitudes ( 47 ). The descriptions of these 10 items were adapted according to the circumstances of this study.…”

Section: Methodsmentioning

confidence: 99%

Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state

Shao

Hong

Zhao

2022

Front. Public Health

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Online learning has become an important learning approach in universities. However, since many students may have been exposed to online learning for the first time during this period of the COVID-19 pandemic, the quality factors of online learning and psychological distress of students need to be considered in the research on their learning. This paper discusses factors that influence the learning effect of university students in the online learning environment. A total of 377 university students participated in the survey. Structural equation modeling was used to verify the research hypotheses. The results show that the self-directed learning (SDL) approach and attitude can negatively predict students' Internet cognitive fatigue (ICF) and positively predict their Flow, whereas perceived learning ineffectiveness can be predicted by Internet cognitive fatigue positively and by Flow state negatively. The results can be a reference for online teachers to enhance students' online SDL attitude, and to discipline their SDL approach so as to promote online learning effectiveness.

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“… Kirk-Johnson et al (2019) adopted EVT to explain that people become involved in certain activities based on their personal value consideration. Sun et al (in press) used SEVT theory to explain that college students’ participation in online learning and their degree of autonomous learning are determined by their perceptions of the value of the learning goals. Kuhn et al (2022) used EVT to illustrate that the combined effects of expectations, value beliefs, and socialization determine whether teachers choose to become mentors.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Analysis of influencing factors of subjective career unsuccessfulness of vocational college graduates from the Department of Navigation in China

Wang

Lee

et al. 2022

Front. Psychol.

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The marine talent cultivation and output in higher vocational colleges is an important support to build a strong maritime country and ensure the steady development of the shipping business industry. Vocational colleges should ensure effective career preparation and career guidance education for their students, and train them to acquire the professional abilities to work and adapt effectively and quickly in the future. Some studies show that many crew members experience a decline in job satisfaction, a low sense of achievement, and a series of negative subjective career feelings. Even more, some crew members have poor work performance or unsuccessful career development behaviors such as career change or resignation. This study examined the causes and influencing factors of these circumstances and might be a reference for schools to strengthen the quality of their training programs in the future. In-depth interviews with 12 vocational marine navigation college graduates were conducted, and grounded theory was used to code and analyze the collected interview information. Four types of influencing factors were identified: adaptation preparation, career adaptability, adaptation action, and the situational factor. The adaptation preparation factor could be categorized into psychology, determination, lack of certificates, and simple work; the career adaptability factor could be categorized into boring work, busyness, a big gap between expectations and reality, danger, promotion difficulty, poor interpersonal relationships, high pressure, and maladaptation to the surroundings; the adaptation action factor could be categorized into passive fatigue, lack of training, competition, confidence, and planning; while the situational factor could be categorized into the impact of the epidemic, low social status, lack of support from family, and advantages of living on land. To help the marine navigation students better adapt to their jobs and avoid subjective career unsuccessfulness, higher vocational colleges need to strengthen students’ mental health education, consolidate knowledge and skills training, encourage students to obtain more vocational competency certificates, enhance their interpersonal communication skills, do effective career planning, pay attention to physical exercise and safety awareness training, and adopt other career management and counseling suggestions.

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Self-directed Learning Predicts Online Learning Engagement in Higher Education Mediated by Perceived Value of Knowing Learning Goals

Cited by 35 publications

References 53 publications

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

The Continuous Use Intention for the Online Learning of Chinese Vocational Students in the Post-Epidemic Era: The Extended Technology Acceptance Model and Expectation Confirmation Theory

Impact of the self-directed learning approach and attitude on online learning ineffectiveness: The mediating roles of internet cognitive fatigue and flow state

Analysis of influencing factors of subjective career unsuccessfulness of vocational college graduates from the Department of Navigation in China

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