The Effect of Self-Directed Learning Readiness on Achievement Comparing Face-to-Face and Two-Way Distance Learning Instruction

126 Taiwanese college students were assessed by examining how students' educational background, their self-directed learning readiness (SDLR) and their prior success in classes impact their academic achievement differently in face-to-face and a two-way distance learning environment. Results indicated that regardless of the instructional delivery method, Taiwan's college students at the distance performed as well as their on-campus counterparts on average. More importantly, the finding showed that the strength of the students' educational background (prior GPA and SDLR) is a strong factor for determining students' academic achievement in the distance educational mode than in the face-to-face mode of learning. This study suggested that SDLRS may serve as a key factor for educators in assessing entering students and developing support strategies for academic advising in Taiwan's educational system.