Self-directed Learning, Self-efficacy, and Technology Readiness in E-learning Among University Students

Abstract

Research on e-learning shows that there are moderating factors determining the successful use of e-learning. Learner’s internal factors such as attitudes, self-efficacy, digital literacy, self-directed learning, and technology readiness are factors that influence the use of e-learning and e-learning satisfaction. External factors such as technical support, infrastructure support, and leadership have also been found to affect e-learning satisfaction. The objectives of this quantitative study are twofold. First, it intends to explore how students used e-learning during the COVID-19 pandemic. Second, it examines the interplay between self-directed learning, self-efficacy, and technology readiness among university students. For this quantitative study, a questionnaire was administered to 4,953 university students. Using descriptive statistics and multiple regression analysis, this study looks at the relationships between self-efficacy, technology readiness, and self-directed learning. The implications of this study on higher education policy on e-learning will also be discussed.
 Keywords: self-directed learning, self-efficacy, technology readiness, e-learning