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Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (case study: The university of Jordan).

Authors
  • Almomani, Laith M1
  • Halalsheh, Niveen2
  • Al-Dreabi, Hanadi3
  • Al-Hyari, Leena4
  • Al-Quraan, Raed5
  • 1 University Requirements Coordination Office, The University of Jordan, Jordan. , (Jordan)
  • 2 School of Education, The University of Jordan, Jordan. , (Jordan)
  • 3 School of Arts, The University of Jordan, Jordan. , (Jordan)
  • 4 Innovation & Entrepreneurship Center, The University of Jordan, Jordan. , (Jordan)
  • 5 King Abdullah II School of Information Technology, The University of Jordan, Jordan. , (Jordan)
Type
Published Article
Journal
Heliyon
Publisher
Elsevier
Publication Date
Sep 01, 2023
Volume
9
Issue
9
Identifiers
DOI: 10.1016/j.heliyon.2023.e20018
PMID: 37809675
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

This study aimed to assess the effect of distance learning on students' self-directed learning skills and motivation during the lockdown period of the COVID-19 pandemic. The study relies on a quantitative methodology. The data were collected using an administrative online survey distributed to 427 respondents with different majors (BBA) enrolled in the learning skills and scientific research skills course (obligatory course) in the second semester of the academic year 2020/2021 at The University of Jordan. Regression analysis was used to analyze the proposed hypotheses. The results showed that the independent variable (Distance Learning) positively influenced students' motivation and self-directed learning skills. The recommendations based on the outcomes of this research are useful for educational specialists to develop learning environments about the effects of distance learning on students' self-directed learning skills and motivation. In terms of limitations, the analysis was performed in one university only; therefore, attention must be paid when generalizing the results. © 2023 The Authors.

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