EXPLORING SELF-DIRECTED LEARNING AND ACADEMIC ACHIEVEMENT IN ONLINE HIGHER EDUCATION

The rapid proliferation of online learning platforms in higher education has sparked a transformation in the way students access and interact with educational materials. This research endeavors to scrutinize the intricate connection between self-directed learning and academic achievement within the digital realm. By investigating the influence of students' self-directed learning behaviors on their online academic performance, this study illuminates the pivotal role of self-regulation, autonomy, and engagement in contemporary higher education settings. Employing a systematic literature review methodology, this research delves into the theoretical underpinnings of self-directed learning and its implications for students' engagement in online learning. Drawing on the situated expectancy-value theory, this study explores the mediating variables that may affect the effectiveness of self-directed learning approaches. Furthermore, it investigates strategies through which educators and institutions can facilitate and nurture self-directed learning within online learning environments. The study's findings underscore the significant contribution of self-directed learning to students' online learning experiences, ultimately leading to improved academic outcomes. Students who exhibit self-regulation, effective time management, and metacognitive skills in their online studies are more likely to achieve academic success. Thus, educators and institutions are encouraged to design online courses that foster self-directed learning by promoting student autonomy, creating opportunities for self-reflection, and encouraging active participation. In summation, this research provides valuable insights into the interplay between self-directed learning and academic achievement in online higher education environments. It underscores the importance of empowering students to assume control over their educational journey, ultimately enhancing their academic performance in digital learning settings.