Exploring the Relationship Between Attitudes Towards Online Learning and Self-Directed Learning Readiness Among Management Undergraduates

This study examined the relationship between attitudes towards online learning and self-directed learning readiness among management undergraduates at a university in Thailand. The study population consisted of 333 students, from which a sample of 177 was selected using G*Power analysis with a small effect size of .25, a power level of .70, and an alpha level of .05. A quantitative research design was employed, utilising a structured questionnaire as the primary data collection tool that was subsequently examined for validity and reliability. Content validity was established through expert review using the Index of Item-Objective Congruence method, while reliability was confirmed using internal consistency analysis, which indicated that the instrument was appropriate for data collection. Descriptive statistics, correlation analysis, and simple regression were used to analyse the data. Results showed a significant positive correlation between students’ attitudes towards online learning and their readiness for self-directed learning. Specifically, students who reported more favourable perceptions of the elements of online learning, such as flexibility, autonomy, and accessibility, also demonstrated higher levels of self-directedness, including in goal-setting, self-monitoring, and taking responsibility for their learning outcomes. The findings suggest that fostering positive online learning attitudes can be an essential driver of self-directed learning competencies. Higher education institutions are thus encouraged to design online learning environments that not only emphasise accessibility but also provide scaffolding to help learners develop autonomy, motivation, and active engagement. Practical recommendations include integrating interactive learning tools, peer collaborative opportunities, and continuous instructor support to strengthen students’ readiness for self-directed learning.

DOI: https://doi.org/10.64233/BNQU1475