The Influence of Self-Directed Learning Readiness, Learning Motivation, and Digital Accessibility on Postgraduate Students' Engagement in Online Distance Learning

Abstract

Online Distance Learning (ODL) has become an integral component of postgraduate education in Malaysian private universities, yet maintaining students' engagement remains a critical challenge. This study investigates the influence of Self-Directed Learning Readiness (SDLR), Learning Motivation, and Digital Accessibility on postgraduate students' engagement in ODL. A quantitative research design was employed using a structured questionnaire administered to 300 postgraduate students enrolled in private universities in Malaysia. Data will be analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the proposed relationships among the constructs. The study proposes three hypotheses: H1: Self-Directed Learning Readiness positively influences postgraduate students' engagement in ODL; H2: Learning Motivation positively influences postgraduate students' engagement in ODL; and H3: Digital Accessibility positively influences postgraduate students' engagement in ODL. The findings are expected to provide empirical evidence that supports the enhancement of student engagement and offer practical implications for higher education institutions in improving the effectiveness of online postgraduate learning.