Online Learning Environments in Higher Education: Nexus Between Self-Directed Learning and Learning Attainment in Students’ Online Learning Engagement
Keywords:
Online Learning; Self-Directed Learning; Learning Goals; Challenges; Perceived Value
Abstract
The rapid expansion of online learning environments in higher education has transformed how students access and engage with educational content. This study explores the intricate relationship between self-directed learning and learning attainment within these digital contexts. By examining how students' self-directed learning behaviours influence their academic success online, this research sheds light on the pivotal role of self-regulation, autonomy, and engagement in contemporary higher education. This study investigates the theoretical foundations underpinning self-directed learning and its implications for students' online learning engagement through a systematic literature review. Drawing upon the situated expectancy-value theory, the research delves into the mediating factors that may impact the effectiveness of self-directed learning strategies. Furthermore, it explores how academics and institutions can support and foster self-directed learning on online platforms. The findings of this study reveal that self-directed learning plays a crucial role in students' online learning experiences, leading to higher learning attainment. Students who exhibit self-regulation, effective time management, and metacognitive skills in their online studies are more likely to succeed academically. Academics and institutions are encouraged to design online courses that promote self-directed learning by enhancing student autonomy, providing opportunities for reflection, and encouraging active student participation. In conclusion, this research contributes valuable insights into the nexus between self-directed learning and learning attainment in online learning environments in higher education. It highlights the importance of empowering students to take control of their learning journey, ultimately enhancing their academic achievements in digital educational settings.
References
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Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4), 177. https://doi.org/10.3390/educsci11040177.
Chisita, C. and Chizoma, U. (2021). Rethinking academic library space amidst the COVID-19 pandemic in South Africa: preparing for the future. Information Discovery and Delivery, 49(2), 105–113. https://doi.org/10.1108/idd-07-2020-0087.
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Delahanty, L., Trief, P., Cibula, D., & Weinstock, R. (2019). Barriers to weight loss and physical activity, and coach approaches to addressing barriers, in a real-world adaptation of the DPP lifestyle intervention: a process analysis. The Diabetes Educator, 45(6), 596–606. https://doi.org/10.1177/0145721719883615.
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Farrell, L., Fry, T., & Risse, L. (2016). The significance of financial self-efficacy in explaining women’s personal finance behaviour. Journal of Economic Psychology, pp. 54, 85–99. https://doi.org/10.1016/j.joep.2015.07.001.
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Hirt, C. N., Jud, J., Rosenthal, A., & Karlen, Y. (2022). How motivated are teachers to promote self-regulated learning? A latent profile analysis in the context of expectancy-value theory. Frontline Learning Research, 10(2), 45-63.
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Katz, V., Jordan, A., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: a survey of U.S. undergraduates. Plos One, 16(2),
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Lyles, C., Wachter, R., & Sarkar, U. (2021). Focusing on digital health equity. Jama, 326(18), 1795. https://doi.org/10.1001/jama.2021.18459.
Maphalala, M. C., & Ajani, O. A. (2023). The COVID-19 pandemic: Shifting from conventional classroom learning to online learning in South Africa’s higher education. International Journal of Innovative Technologies in Social Science, (2 (38).
Maphalala, M. C., Khumalo, N. P., & Khumalo, N. P. (2021). Student teachers' experiences of the emergency transition to online learning during the COVID-19 lockdown at a South African university. Perspectives in Education, 39(3), 30-43.
Mdikana, A. (2021). Deaf educators’ attitudes towards inclusive education in the Gauteng province, South Africa. Asian Journal of Education and Social Studies, pp. 32–38. https://doi.org/10.9734/ajess/2021/v16i130393.
Mhlanga, D. and Moloi, T. (2020). Covid-19 and the digital transformation of education: What are we learning on 4ir in South Africa? Education Sciences, 10(7), 180. https://doi.org/10.3390/educsci10070180.
Mosito, C., Adewumi, T., & Nissen, C. (2020). Inclusive education at a South African university: awakening the sensitivities and democratic consciousness of pre-service teachers. Academic Journal of Interdisciplinary Studies, 9(5), 158. https://doi.org/10.36941/ajis-2020-0094.
Nagle, C. (2021). Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning. Foreign Language Annals, 54(4), 1238–1256.
Nel, M., Hay, J., Bekker, T., Beyers, C., Pylman, N., Alexander, G., … & Matoti, S. (2023). Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa. Frontiers in education, 8. https://doi.org/10.3389/feduc.2023.1024054.
Ng'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology-enhanced teaching and learning in South African higher education - a rearview of a 20-year journey. British Journal of Educational Technology, 47(5), 843-858. https://doi.org/10.1111/bjet.12485.
Ngubane-Mokiwa, S., & Palmer, M. (2017). Inclusion for students with disabilities in South African higher education: Lecturers' perspectives and practices. Africa Education Review, 14(2-3), 129-148.
Oke, A. and Fernandes, F. (2020). Innovations in teaching and learning: exploring the perceptions of the education sector on the 4th industrial revolution (4ir). Journal of Open Innovation Technology Market and Complexity, 6(2), 31. https://doi.org/10.3390/joitmc6020031.
Raaff, E., Rothwell, N., & Wynne, A. (2022). Aligning South African data and cloud policy with the Popi Act. International Conference on Cyber Warfare and Security, 17(1), 279-287. https://doi.org/10.34190/iccws.17.1.19.
Rabin, E., Henderikx, M., Kalman, Y., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs, and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131. https://doi.org/10.14742/ajet.5919.
Rachmatullah, A., Reichsman, F., Lord, T., Dorsey, C., Mott, B., Lester, J., & Wiebe, E. (2021). Modelling secondary students' genetics learning in a game-based environment: Integrating the expectancy-value theory of achievement motivation and flow theory. Journal of Science Education and Technology, 30, 511-528.
Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020). Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810-824.
Republic of South Africa. (1997). Higher Education Act, 1997 (No. 101 of 1997).
Republic of South Africa. (2011). South African Sign Language Act, 2011 (No. 17 of 2011).
Republic of South Africa. (2013). National Integrated ICT Policy White Paper.
Republic of South Africa. (2013). White Paper for Post-School Education and Training. Link
Shang, C., Moss, A. C., & Chen, A. (2023). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1), 52-64.
Soliman, M. (2020). Self-efficacy sources among general education teachers in inclusive schools: a cross-cultural study. Revista Amazonia Investiga, 9(30), 67-76. https://doi.org/10.34069/ai/2020.30.06.7.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3142.
Tang, X., Lee, H., Wan, S., Gaspard, H., & Salmela-Aro, K. (2022). Situating expectancies and subjective task values across grade levels, domains, and countries: a network approach. Aera Open, 8, 233285842211171. https://doi.org/10.1177/23328584221117168.
Thwala, S., & Scott, K. (2014). The Status of e-Learning in South African Universities. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(2), 136–155.
Walton, P. (2018). A critical reflection on inclusive education policy and practice in low‐income countries: The case of South Africa. International Journal of Inclusive Education, 22(9), 1005–1018.
West, R., Umar, I. N., & Caputi, P. (2019). ICT accessibility in higher education institutions in South Africa: A case study. International Journal of Educational Technology in Higher Education, 16(1), 1-20.
Woldegiorgis, E. (2022). Mitigating the digital divide in the South African higher education system in the face of the COVID-19 pandemic. Perspectives in Education, 40(3). https://doi.org/10.18820/2519593x/pie.v40.i3.13.
Ajani, O. A. (2023). Challenges mitigating against effective adoption and usage of e-learning in curriculum delivery in South African universities. International Journal of Innovative Technologies in Social Science, (2 (38).
Ajani, O. A. (2023). Challenges mitigating against effective adoption and usage of e-learning in curriculum delivery in South African universities. International Journal of Innovative Technologies in Social Science, (2 (38)).
Ajani, O. A., & Khumalo, N. P. (2023). Aftermaths of the Post-COVID-19 Pandemic Experiences: Assessing and Repositioning South African Higher Education. International Journal of Social Science Research and Review, 6(6), 674-683.
Ball, C., Huang, K. T., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: An expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication, & Society, 19(5), 618–638.
Balogun, T., & Kalusopa, T. (2021). A framework for digital preservation of indigenous knowledge systems (IKS) in repositories in South Africa. Records Management Journal, 31(2), 176–196. https://doi.org/10.1108/rmj-12-2020-0042.
Bawa, P. (2016). Transformation in Higher Education: Global Pressures and Local Realities in South Africa. Higher Education, 71(3), 285–298.
Beymer, P., Benden, D., & Sachisthal, M. (2022). Exploring the dynamics of situated expectancy-value theory: a panel network analysis. Learning and Individual Differences, 100, 102233. https://doi.org/10.1016/j.lindif.2022.102233.
Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4), 177. https://doi.org/10.3390/educsci11040177.
Chisita, C. and Chizoma, U. (2021). Rethinking academic library space amidst the COVID-19 pandemic in South Africa: preparing for the future. Information Discovery and Delivery, 49(2), 105–113. https://doi.org/10.1108/idd-07-2020-0087.
Cox, G., Willmers, M., & Masuku, B. (2022). The open textbook author journeys: internal conversations and cycles of time. The International Review of Research in Open and Distributed Learning, 23(3), 134–152. https://doi.org/10.19173/irrodl.v23i3.6136.
Delahanty, L., Trief, P., Cibula, D., & Weinstock, R. (2019). Barriers to weight loss and physical activity, and coach approaches to addressing barriers, in a real-world adaptation of the DPP lifestyle intervention: a process analysis. The Diabetes Educator, 45(6), 596–606. https://doi.org/10.1177/0145721719883615.
Dookie, L. (2017). Access and equity for students with disabilities in higher education: A comparative analysis of online and traditional face-to-face universities. South African Journal of Higher Education, 31(6), 67–89.
Eccles, J., & Wigfield, A. (2023). Expectancy-value theory to situated expectancy-value theory: reflections on the legacy of 40+ years of working together. Motivation Science, 9(1), 1–12. https://doi.org/10.1037/mot0000275.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social-cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, p. 61, 101859.
Farrell, L., Fry, T., & Risse, L. (2016). The significance of financial self-efficacy in explaining women’s personal finance behaviour. Journal of Economic Psychology, pp. 54, 85–99. https://doi.org/10.1016/j.joep.2015.07.001.
Gamede, B. T., Ajani, O. A., & Afolabi, O. S. (2022). Exploring the adoption and usage of the learning management system as an alternative for curriculum delivery in South African higher education institutions during the COVID-19 lockdown. International Journal of Higher Education, 11(1), 71–84.
Gamede, B. T., Ajani, O. A., & Afolabi, O. S. (2022). Exploring the adoption and usage of the learning management system as an alternative for curriculum delivery in South African higher education institutions during the Covid-19 lockdown. International Journal of Higher Education, 11(1), 71-84.
Heyward‐Rotimi, K. (2023). Critiquing neocolonial digital barriers’ impact on libraries and African scholarship. Annals of Anthropological Practice, 47(1), 5–19. https://doi.org/10.1111/napa.12193.
Hirt, C. N., Jud, J., Rosenthal, A., & Karlen, Y. (2022). How motivated are teachers to promote self-regulated learning? A latent profile analysis in the context of expectancy-value theory. Frontline Learning Research, 10(2), 45-63.
Johnson, N., & Louw, S. (2017). Digital transformation and disabled students in South African universities: Overcoming the barriers. The International Review of Research in Open and Distributed Learning, 18(5).
Katz, V., Jordan, A., & Ognyanova, K. (2021). Digital inequality, faculty communication, and remote learning experiences during the COVID-19 pandemic: a survey of U.S. undergraduates. Plos One, 16(2),
Keengwe, J., & Onchwari, G. (2009). Technology and Inclusive Education: The South African Experience. Journal of Educational Technology & Society, 12(4), 16-24.
Kern, A. (2022). Using a combined bio-ecological and capability perspective to understand inclusive education in South Africa. Prospects, 52(3-4), pp. 469–485. https://doi.org/10.1007/s11125-021-09584-4.
Konyana, S. (2023). Postgraduate student recruitment strategies in a transforming higher education landscape, South Africa. International Journal of Research in Business and Social Science (2147–4478), 12(2), 482–492. https://doi.org/10.20525/ijrbs.v12i2.2267.
Landa, N., Zhou, S., & Marongwe, N. (2021). Education in emergencies: lessons from COVID-19 in South Africa. International Review of Education, 67(1-2), 167-183. https://doi.org/10.1007/s11159-021-09903-z.
Laufer, M., Leiser, A., Deacon, B., Brichambaut, P., Fecher, B., Kobsda, C., … & Hesse, F. (2021). Digital higher education: a divider or bridge builder? Leadership perspectives on edtech in a covid-19 reality. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00287-6.
Loh, E. K. (2019). We know about expectancy-value theory and how it helps design a sustained motivating learning environment: System, 86, 102119.
Lyles, C., Wachter, R., & Sarkar, U. (2021). Focusing on digital health equity. Jama, 326(18), 1795. https://doi.org/10.1001/jama.2021.18459.
Maphalala, M. C., & Ajani, O. A. (2023). The COVID-19 pandemic: Shifting from conventional classroom learning to online learning in South Africa’s higher education. International Journal of Innovative Technologies in Social Science, (2 (38).
Maphalala, M. C., Khumalo, N. P., & Khumalo, N. P. (2021). Student teachers' experiences of the emergency transition to online learning during the COVID-19 lockdown at a South African university. Perspectives in Education, 39(3), 30-43.
Mdikana, A. (2021). Deaf educators’ attitudes towards inclusive education in the Gauteng province, South Africa. Asian Journal of Education and Social Studies, pp. 32–38. https://doi.org/10.9734/ajess/2021/v16i130393.
Mhlanga, D. and Moloi, T. (2020). Covid-19 and the digital transformation of education: What are we learning on 4ir in South Africa? Education Sciences, 10(7), 180. https://doi.org/10.3390/educsci10070180.
Mosito, C., Adewumi, T., & Nissen, C. (2020). Inclusive education at a South African university: awakening the sensitivities and democratic consciousness of pre-service teachers. Academic Journal of Interdisciplinary Studies, 9(5), 158. https://doi.org/10.36941/ajis-2020-0094.
Nagle, C. (2021). Using Expectancy Value Theory to understand motivation, persistence, and achievement in university‐level foreign language learning. Foreign Language Annals, 54(4), 1238–1256.
Nel, M., Hay, J., Bekker, T., Beyers, C., Pylman, N., Alexander, G., … & Matoti, S. (2023). Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa. Frontiers in education, 8. https://doi.org/10.3389/feduc.2023.1024054.
Ng'ambi, D., Brown, C., Bozalek, V., Gachago, D., & Wood, D. (2016). Technology-enhanced teaching and learning in South African higher education - a rearview of a 20-year journey. British Journal of Educational Technology, 47(5), 843-858. https://doi.org/10.1111/bjet.12485.
Ngubane-Mokiwa, S., & Palmer, M. (2017). Inclusion for students with disabilities in South African higher education: Lecturers' perspectives and practices. Africa Education Review, 14(2-3), 129-148.
Oke, A. and Fernandes, F. (2020). Innovations in teaching and learning: exploring the perceptions of the education sector on the 4th industrial revolution (4ir). Journal of Open Innovation Technology Market and Complexity, 6(2), 31. https://doi.org/10.3390/joitmc6020031.
Raaff, E., Rothwell, N., & Wynne, A. (2022). Aligning South African data and cloud policy with the Popi Act. International Conference on Cyber Warfare and Security, 17(1), 279-287. https://doi.org/10.34190/iccws.17.1.19.
Rabin, E., Henderikx, M., Kalman, Y., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs, and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119-131. https://doi.org/10.14742/ajet.5919.
Rachmatullah, A., Reichsman, F., Lord, T., Dorsey, C., Mott, B., Lester, J., & Wiebe, E. (2021). Modelling secondary students' genetics learning in a game-based environment: Integrating the expectancy-value theory of achievement motivation and flow theory. Journal of Science Education and Technology, 30, 511-528.
Ranellucci, J., Rosenberg, J. M., & Poitras, E. G. (2020). Exploring pre‐service teachers' use of technology: The technology acceptance model and expectancy–value theory. Journal of Computer Assisted Learning, 36(6), 810-824.
Republic of South Africa. (1997). Higher Education Act, 1997 (No. 101 of 1997).
Republic of South Africa. (2011). South African Sign Language Act, 2011 (No. 17 of 2011).
Republic of South Africa. (2013). National Integrated ICT Policy White Paper.
Republic of South Africa. (2013). White Paper for Post-School Education and Training. Link
Shang, C., Moss, A. C., & Chen, A. (2023). The expectancy-value theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science, 12(1), 52-64.
Soliman, M. (2020). Self-efficacy sources among general education teachers in inclusive schools: a cross-cultural study. Revista Amazonia Investiga, 9(30), 67-76. https://doi.org/10.34069/ai/2020.30.06.7.
Sumuer, E. (2018). Factors related to college students’ self-directed learning with technology. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3142.
Tang, X., Lee, H., Wan, S., Gaspard, H., & Salmela-Aro, K. (2022). Situating expectancies and subjective task values across grade levels, domains, and countries: a network approach. Aera Open, 8, 233285842211171. https://doi.org/10.1177/23328584221117168.
Thwala, S., & Scott, K. (2014). The Status of e-Learning in South African Universities. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 10(2), 136–155.
Walton, P. (2018). A critical reflection on inclusive education policy and practice in low‐income countries: The case of South Africa. International Journal of Inclusive Education, 22(9), 1005–1018.
West, R., Umar, I. N., & Caputi, P. (2019). ICT accessibility in higher education institutions in South Africa: A case study. International Journal of Educational Technology in Higher Education, 16(1), 1-20.
Woldegiorgis, E. (2022). Mitigating the digital divide in the South African higher education system in the face of the COVID-19 pandemic. Perspectives in Education, 40(3). https://doi.org/10.18820/2519593x/pie.v40.i3.13.
Published
2023-11-09
How to Cite
Ayodele Ajani, O., & Maphalala, M. C. (2023). Online Learning Environments in Higher Education: Nexus Between Self-Directed Learning and Learning Attainment in Students’ Online Learning Engagement. International Journal of Social Science Research and Review, 6(11), 349-367. https://doi.org/10.47814/ijssrr.v6i11.1767
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