IMPACT OF GENDER ON SELF-DIRECTED LEARNING AMONG ELEARNING NURSING UNDERGRADUATE IN MALAYSIA

Abstract

The demand for online education is rising for working nurses because of its flexibility and accessibility, which allows them to further their studies and enhance their professional development. Self-directed learning is imperative for nurses to continue their education using the elearning approach. This study investigates gender differences in overall self-directed learning among working nurses in elearning nursing programs in Malaysia. The conceptual framework for the study is based on the concepts of the self-directed learning model. This is a cross-sectional quantitative correlational study using a multivariate analysis method. Stratified random sampling technique was employed to query 241 nursing students through an online survey. The Self-directed Learning Instrument (SDLI) was adopted to measure the dependent variables of the study. The findings of the study revealed statistically significant differences between gender and the dependent variables (p < 0.05) of learning motivation, planning and implementation, interpersonal communication, and self-monitoring. Male nurses reported higher levels of self-directed learning than females. This study highlights the important concepts of self-directed learning among online learners. The role of educators is essential to support students for self-direction in elearning education. Future studies to explore other possible determinants in elearning context are recommended.