Reflection of Self-Directed Learning Skills on Affective Experiences during the Pandemic Period

Abstract

The affective dimension of self-directed learning skills appears as an essential issue in online education experiences that will become increasingly relevant. The study's purpose is to examine the affective reflections of university students' self-directed learning skills on their learning processes throughout the pandemic. The study depends on the sequential explanatory approach of mixed method research. The convenience sampling approach was used to select 105 undergraduate students for the quantitative research group. Starting with a quantitative inquiry, the study focuses on the points drawing upon the Self-Directed Learning Skills (SDLS) Scale. The qualitative part of the study further explains findings from quantitative section drawing on the interviews of a purposefully selected ten participants. For quantitative data, descriptive analysis was employed, and for qualitative findings, thematic content analysis technique were utilized. The findings showed that the participants with a high SLDS level can stay goal-oriented and motivated, as well as coordinate their own learning processes and strong affective experiences induced by pandemic circumstances. Students in the low SLDS group also reported feeling detached from the online learning process, focusing on the downsides of the process, losing motivation, not being able to create objectives, not being able to pick the proper tactics, not being able to manage time, and feeling lonely, dismal, gloomy, and being nervous as a result. The research reveals that the level of SLDS has a substantial reflection on the affective experiences evoked by the online learning process.