Online Learning Environments in Higher Education: Nexus Between Self-Directed Learning and Learning Attainment in Students’ Online Learning Engagement

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.