The Impact of Self-Directed Learning on Learning Satisfaction of Computer Science and Engineering Students

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Enhancing Learning Engagement and Satisfaction in STEM: Exploring Motivational Factors and Innovative Teaching Practices (Table 13)

Abstract

This study examines the influences of learners’ motivation, self-monitoring, and self-management on learning satisfaction in online learning environments. The participants were 185 undergraduates and 99 graduate students majoring in computer science and engineering. The participants’ motivation, self-monitoring, self-management, and learning satisfaction were measured using a questionnaire. Results indicated that motivation, self-monitoring, and self-management significantly influenced learning satisfaction and the three factors together accounted for approximately 60% of the variance in learning satisfaction. Motivation was the most influential factor on learning engagement. Group differences emerged between undergraduates and graduate students in the influences of motivation, self-monitoring, and self-management on learning satisfaction. Compared to undergraduate students, graduate students had statistically higher scores in motivation, self-monitoring, and self-management, but not in learning satisfaction.

Authors

• Meina Zhu, Wayne State University

• Min Young Doo, Kangwon National University

• Sara Masoud, Wayne State University

• Yaoxian Huang, Wayne State University