The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners
DOI:
https://doi.org/10.46328/ijres.3010Keywords:
Self-directed learning, Online learning, academic success, academic persistence, readiness assessmentAbstract
Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p < 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p < 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses.References
Tainsh, R. D. (2023). The impact of self-directedness on the academic success and persistence of postsecondary online learners. International Journal of Research in Education and Science (IJRES), 9(1), 92-108. https://doi.org/10.46328/ijres.3010
Downloads
Published
Issue
Section
License
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
