A4 Article in conference proceedings
The Effect of Self-Directedness on Learning Outcomes in Distance Learning Courses in Higher Education (2023)

Myllymäki, M., Laine, S., & Hakala, I. (2023). The Effect of Self-Directedness on Learning Outcomes in Distance Learning Courses in Higher Education. In N. van der Aa (Ed.), EAEEIE 2023 : 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering. IEEE. Proceedings of the International Conference on European Association for Education in Electrical and Information Engineering. https://doi.org/10.23919/EAEEIE55804.2023.10181901

JYU authors or editors

Publication details

All authors or editors: Myllymäki, Mikko; Laine, Sanna; Hakala, Ismo

Parent publication: EAEEIE 2023 : 32nd Annual Conference of the European Association for Education in Electrical and Information Engineering

Parent publication editors: van der Aa, Nico

Place and date of conference: Eindhoven, Netherlands, 14.-16.6.2023

ISBN: 979-8-3503-4676-3

eISBN: 978-90-386-5690-8

Journal or series: Proceedings of the International Conference on European Association for Education in Electrical and Information Engineering

ISSN: 2376-4198

eISSN: 2472-7687

Publication year: 2023

Publication date: 14/06/2023

Publisher: IEEE

Publication country: United States

Publication language: English

DOI: https://doi.org/10.23919/EAEEIE55804.2023.10181901

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/92463

Abstract

Distance learning requires students to have different skills than face-to-face learning. The learning environment and the interaction with the teacher and other students are different. Distance learning typically gives students flexibility, such as in terms of their study schedules. For these reasons, in distance learning, it is important for students to be able to independently study, do tasks, and manage their own time. Distance learning also requires increased self-motivation. For this research, master’s-level computer science students took the Fisher self-directed learning readiness (SDLR) test to assess their level of self-direction. The results show that the level of student self-direction in the adult distance learning program is very high. The study examined student performance in distance learning courses in relation to SDLR scores. SDLR scores were not found to correlate with academic achievement when success was examined in terms of grades and course completion. The only difference between the different performers was found in the subscale of self-management, which includes time management, systematic thinking, and the ability to take responsibility for the progress of one’s own learning. Although the difference was not statistically significant, the results suggest that factors related to time and daily life management could have an impact on learning outcomes, However, they alone do not explain learning outcomes, and other factors may also be involved.

Keywords: computer science; studies in an institution of higher education; students; readiness for learning; self-direction; distance studies; online study; computer-assisted teaching; learning results; time management; motivation (mental objects)

Free keywords: computer science; computer aided instruction; schedules; systematics; correlation; education; Europe; self-directed learning; distance learning; SDLR; learning outcomes

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2023

JUFO rating: 0