The Relationship between Understanding of E-Learning with Self-Directed Learning among Students

  • Normala Ismail UiTM
  • Mohamad Kamil Ariff Khalid
Keywords: academic achievement, E-Learning, Self-directed Learning


The main purpose of this study is to identify the students’ understanding of e-learning and their readiness for self-directed learning. A total of 306 Diploma level students of a various program from three faculties at Universiti Teknologi MARA (UiTM) Pahang Raub Campus have been surveyed. The data were obtained through questionnaires distributed and analyzed using the Statistical Package for Social Sciences (SPSS) version 23. The findings show that the respondents’ level of understanding of the concept and their responsibility on e-learning is high while their readiness for self-directed learning is low. The correlation test results show that there is a significant positive relationship between the respondents’ level of understanding to e-learning and their willingness for self-directed learning but the correlation is weak. The findings also showed that the respondents’ level of education and study grade have a significant difference in their readiness for self-directed learning.


Beach, P. (2016). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. Teach Teacher Education, 61, 51-60.
Boyer, N. R. & Usinger, P. (2015). Tracking pathways to success: Triangulating learning success factors. International Journal Self Directed Learn, 12, 22-48. Retrieved from
Cadorin, L., Bressan, V. & Palase, A. (2017). Instruments evaluating the self-directed learning abilities among nursing students and nurses: A systematic review psychometric properties. BMC Medical Education, 17:13. Retrieved from
Cassidy, S. & Eachus, P. (2012). Developing the computer self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender, and experience with computers. Journal of Educational Computing Research, 26 (2), 133-153. Retrieved from
Cook, D., Blachman, M. J. Price, D., West, C. P., Berger, R. A. & Wittich, C. M. (2017). Professional development perceptions and practices among US physicians: A cross specialty national survey. Academic Medicine, 92, 1335-1345. https://doi: 10.1097/ACM.0000000000001624
Geng, S., Law, K. M. Y. & Niu, B. (2019). Investigating self-directed learning and technology readiness in blended learning environment. International Journal of Educational Technology in Higher Education, 16, 8-17.
Grover, K. (2015). Online social networks and self-directed learning experience during a health crisis. International Journal Self Directed Learn, 12, 1-15.
Gugleilmino, P. J., Gugleilmino, L. M. & Long, H. B. (1987). Self-directed learning readiness and performance in the workplace implications for business, industry and higher education. Higher Education, 16, 303-317. Retrieved from
Krejcie, R. V. & Morgan, D. W. (1970). Determining sample size for research activities. Journal of Educational and Psychological Measurement, 607-610. Retrieved from
Slater, C. E., Cusick, A. & Louie, J. C. Y. (2017). Explaining variance in self-directed learning readiness of first year students in health professional programs. BMC Medical Education. 17:207. Retrieved from
Swart, A. J. (2018). Self-directed learning fashionable among all first year African engineering students? Central University of Technology, 20, 15-22. Retrieved from
Swatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S. & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: A qualitative study using grounded theory. BMC Medical Education, 17:31. Retrieved from
Tekkol, I. A. & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Educational Psychology, 9, 1-14. Retrieved from /30532727