Learners’ self-directed learning readiness factors towards online learning in Universities: An exploratory factor analysis

Abstract

Self-directed learning is an essential skill to be possessed by learners for them to comfortably study online besides harnessing their scientific reasoning, critical appraisal, information literacy, and life-long learning. The purpose of this study was to explore factors attributed to self-directed learning readiness towards online learning among university learners. The study adopted the design science world view, quantitative research design and survey research method. This study used a sample size of 398 learners who were randomly selected to take part in the study. Proportional allocation method was used to get the exact number of learners per university who were randomly selected. Quality was ensured through both validity and reliability tests. Exploratory Factor Analysis was used to extract principal components and indicators mapping onto them. Based on the indicators’ themes that were converging on the constructs, the constructs were named: Self-Management with 13 indicators; Self- Control with 11 indicators and Urge to Learn with 6 indicators. This study will be beneficial to policy makers in universities for assessing the state of self-directed learning readiness of learners towards online learning.