Abstract
ABSTRACT The ubiquity of online education in college settings underscores the importance of investigating the influencing factors of online self-directed learning effectiveness. Such exploration not only contributes to theoretical advancements but also offers practical insights for enhancing college students’ academic quality, fostering the growth of online education, and reforming teaching methodologies in higher education institutions. This paper undertakes an analysis of the influencing factors and their hierarchical logical structure concerning college students’ efficacy in self-directed learning within the online environment. Leveraging survey data obtained from a random sample of 966 Chinese college students, the study employs the Logit-ISM (Interpretative Structural Modeling) model. Findings reveal that various factors including college students’ grade, parental educational background, employment difficulty, network resource application, self-planning, self-drive, self-assessment, goal-orientation, self-management, and self-discipline abilities positively impact the online self-directed learning effectiveness. Moreover, results from the ISM demonstrate that self-drive, goal-orientation and self-management abilities directly influence online self-directed learning effectiveness, while self-planning, self-assessment and network resource application abilities indirectly contribute to this effectiveness. Furthermore, factors such as employment difficulty, grade, parental educational background and self-discipline ability are identified as fundamental determinants underlying online self-directed learning effectiveness.
Published Version
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