The role of online learning platforms in enhancing self-directed learning ability

Abstract

This study investigates the relationship between online learning platform features and university students' self-directed learning (SDL) abilities. While online platforms have become integral to higher education, especially following the COVID-19 pandemic, their capacity to effectively promote SDL remains underexplored. Employing a quantitative research design with 164 participants from three universities, this study examines how interactive tools, personalized content, and usage frequency contribute to SDL dimensions including goal-setting, self-monitoring, and reflection. Results indicate that all three platform features positively correlate with enhanced SDL readiness, with platform usage frequency emerging as the strongest predictor. Significant differences were observed between undergraduate and postgraduate students, with the latter demonstrating higher SDL readiness. The findings extend Garrison's SDL model and Zimmerman's self-regulation framework into digital learning contexts, offering practical implications for educators and platform designers. For instructors, results highlight the importance of embedding scaffolding and reflection prompts; for developers, they underscore the value of features such as adaptive learning paths and performance dashboards that enhance metacognitive engagement. This research contributes to understanding how technological affordances can be leveraged to develop crucial self-directed learning competencies in contemporary educational environments.