THE CURRENT STATE OF UNIVERSITY STUDENTS’ ONLINE SELF-DIRECTED LEARNING: A SURVEY-BASED STUDY AT A PUBLIC UNIVERSITY IN HO CHI MINH CITY

Abstract

This study investigates the current practices of self-directed online learning among undergraduate students at a public university in Ho Chi Minh City, within the broader context of higher education’s transition toward blended and digital learning models. A total of 908 students from four faculties participated, classified into two disciplinary groups: “Priority Science and Technology Disciplines” and “Fundamental Science Disciplines”. Data were collected using a structured questionnaire based on a five-point Likert scale, covering the following dimensions: learning objectives, content, methods, organisational formats, conditions for implementing and evaluation of self-directed online learning. The responses were analysed using SPSS with descriptive statistics, reliability testing, independent samples t-tests and one-way ANOVA. Findings indicate that students generally hold positive perceptions of their online self-directed learning experiences, particularly in applying technology and accessing open educational resources. No statistically significant differences were found between disciplinary groups or academic years, suggesting that engagement in self-directed online learning may depend more on institutional factors and individual learner attributes than on academic specialisation or seniority.