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The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners

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Title: The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners
Language: English
Authors: Tainsh, Ryan D. (ORCID 0000-0003-2620-6640)
Source: International Journal of Research in Education and Science. 2023 9(1):92-108.
Availability: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Achievement, Academic Persistence, Electronic Learning, Independent Study, Online Courses, Private Colleges, College Readiness, Individual Differences, Measures (Individuals), Grade Point Average, Undergraduate Students, Predictor Variables
ISSN: 2148-9955
Abstract: 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 Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1379234
Database: ERIC
FullText Text:
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  Data: 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 &lt; 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p &lt; 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.
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      – Text: English
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    Subjects:
      – SubjectFull: Academic Achievement
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Online Courses
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Predictor Variables
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