نشریه پرستاری ایران (Jun 2017)
Determining the Relationship Between Self-directed Learning Readiness and Acceptance of E-learning and Academic Achievement of Students
Abstract
Abstract Background & Aims: The objective of the present research was to determine the relationship of self-directed learning (SDL) readiness with acceptance of electronic learning and academic progress of nursing and midwifery university students in 2014. Material & Methods: The study population for this descriptive correlational research included all the M.S. students at Nursing and Midwifery School of Gonabad University of Medical Sciences. The total sample size was calculated to be 200, using the quota stratified sampling method, based on the Krejcie-Morgan tables. To collect data, the Fisher et al.’s self-directed learning readiness scale (2001), the electronic learning scale based on TAM (Technology Admission Model), and academic average of students in the first semester of 2014 was used. To analyze the data by SPSS V.16, the MANOVA statistical tests, and multiple regression analysis were used. Results: Research results indicated that there is no significant difference between different dimensions of self-directed learning readiness of male and female students (P>0.05). Moreover, self-directed learning readiness has a significant relationship with electronic learning and academic progress (P<0.01). Self-directed learning readiness is also a suitable predictor of the acceptance of electronic learning and academic progress of university students. Conclusion: Considering the importance of the role of self-directed readiness, it is recommended to carry out further studies on factors influencing self-directed learning. Training courses for increasing the self-directed readiness of university students are also recommended.
