Self-directed Learning Behavior among Communication Arts Students in a HyFlex Learning Environment at a Government University in Thailand

Abstract

Purpose: As the HyFlex learning environment becomes increasingly popular, the role of self-directed learning (SDL) cannot be ignored. Therefore, this study aimed to find the levels of SDL behavior among communication arts undergraduate students learning in a HyFlex learning environment, to compare the levels of SDL behavior between gender and year of study at a government university in Thailand, and to confirm the dimensions of SDL among communication arts students. Design/methodology/approach: Through a stratified random sampling, a total of 560 participants from the communication arts program at a government university were selected. SPSS was used for the descriptive statistics, t-test and one-way analysis of variance were used to compare gender and year of study, and Amos was used to report the constructs of the SDL. Findings: Although the levels of SDL were at a medium level among the respondents, the creativity (M = 3.91) dimension was higher than the other dimensions in SDL. Among the constructs of SDL, love of learning was higher among female respondents (M = 3.54) compared to that among male students (M = 3.40). When compared among the different years of study, SDL showed no significant differences. The confirmatory factor analysis showed that the dimensions of SDL had a second-order factor loading score of 0.42-0.57. Implications: The results of the study would be beneficial for educational administrators and lecturers in enhancing students' SDL behavior in a HyFlex learning environment.