Correlational analysis of adult students' self-directed learning readiness, affective learning outcomes, prior electronic learning experience, and age in hybrid and online course-delivery formats

The self-directed learning (SDL) in all of its characteristics measured in students and in various learning contexts continues to have a very important role in educational research and requires new explorations. Contemporary research indicates that there is a direct positive relationship between the level of student self-directed learning readiness (SDLR) and success in electronic learning (e-learning) as tested by a variety of instruments, using different sets of measures associated with self-perceived and externally assessed learning outcomes.;In addition to re-examining such relationship by using Self-Directed-Learning-Readiness (SDLRS) and Online Learning Environment (OLE) instruments, this study compared the main two Web-based delivery formats--hybrid (or blended) and online--for differences in SDLR and affective learning outcomes, as well as possible differences and relationships associated with prior e-learning experience and age. The study reports on the correlational research conducted at a private San Francisco Bay area university using a convenience sample of 240 graduate and undergraduate adult students enrolled in hybrid and online courses in a variety of social-science programs. The sample used for the study was very different from samples used in prior research in terms of demographics and the level of professional experience of the adult student participants.;Results from comparing the relationships between SDLR and OLE affective learning outcomes revealed similar weak-to-moderate correlations within both hybrid and online groups and highlighted no statistically significant differences between hybrid and online courses in terms of the SDLR and OLE relationships. No statistically significant relationships also were found between age, prior e-learning experience, and the SDLR and OLE factors. The results confirmed the importance of SDLR and related programming for gauging, predicting, and facilitating adult student performance in and course satisfaction with the Web-enhanced learning settings regardless of the student level (graduate or undergraduate) or the type of e-learning format (hybrid or online). The study's qualitative results pointed out flexibility and convenience of scheduling and access in addition to the perceptions of "disconnect" from class members and the instructor as the two most pronounced themes. Faculty and curriculum designers need to take such perceptions into consideration when developing Web-based programming and for instructional purposes.