Self-Directed Learning of University Students in the Internet Usage: Challenges and Practices

Abstract

The primary purpose of this study was to assess the practices and challenges of internet usage for academic purpose with pertinent Self-Directed Learning ability. The move into internet use has become very demanding of learner’s self-control and rigorous engagement of students in the academic orthodoxy. This study is believed to bring this contemporary issue to be properly guided. Self-Direct Learning theory is denoted as a basis for conducting the investigation. From second year and above students in two higher education institutions, 210 were selected using stratified sampling. Primary data were collected from participant students. Questionnaire and interview were used as tools for gathering data. Mixed approach descriptive survey is the design of this study for conducting assessment with descriptive purpose. SPSS 25 was used for quantitative data analysis. Thematic analysis was employed for qualitative data from the interview. The finding revealed that most students are using internet as an academic self-support, for doing assignments, attending lecture, and reading references. Though there are such practices in the autonomous learning among students, there are serious difficulties and challenges the students face in relation to gaps in Self-Directed Learning. Few of the challenges include wastage of time (time management related challenge), much internet cost, and access interruption. In addition, flattering stimuli on internet snatch the attention of the learner. This is related with self-control challenges. As a way forward, trainings should be given to students about academic skills and self-management for helping them to be effective in the academia.