Reinforcing learning organization by self-directed learning through massive open online courses: a lesson learned from Covid-19 pandemic

Figures & data

Table

SDL Component		Long (1989)	Candy (1991)	Brockett & Hiemstra (1991)	Garrison (1997)	Oswalt (2003)
Learning Situation	Opportunity	Educators have a responsibility to give opportunity	Nothing explicit	Educators have a responsibility to give opportunity	Educators have a responsibility to enhance student control	SDL responsibility exists
	Support	Pedagogical and psychological control should be balanced	Nothing explicit	Educators remain responsible to help the students	Nothing explicit	Supports by experts
	Collaboration	Possible to exist but not a must	Nothing explicit	Students do not learn in isolation	Collaboration enhances control over learning context	Interactions between students are important
SDL Component		Long (1989)	Candy (1991)	Brockett & Hiemstra (1991)	Garrison (1997)	Oswalt (2003)
Components of Learning	Motivation	Nothing explicit	Nothing explicit	Nothing explicit	Motivation to enter the course and individual task	Enthusiasm of doing responsibility and volition
	Context	Nothing explicit	Distinguished between student control and institutional setting	Defined as social context of learning	Students take control of the resources in learning context	There are resources, external factors, and peers
	Cognition	Nothing explicit	Nothing explicit	Nothing explicit	Construct critical learning	Critical and self-reflection
Students’ Attributes	Skill	Nothing explicit	Basic skills may differ in different learning types	Nothing explicit	Nothing explicit	Mastering the basic skills and SDL context
	SDL Skill	High psychological control without cognitive guidance	SDL skills level will be higher according to the learning types	Students assume responsibility for planning, implementing, and evaluating the learning process	Nothing explicit	The level of SDL skills is influenced by the learning types
	Willingness to control one’s own learning	Willingness to direct one’s own SDL skills be to better	Willingness and capacity to direct own learning	Willingness and desire to learn on one’s own	Self-management and goal setting	Personal decision to be willing to learn for self-invest

Figure 1. Research Model.

Figure 2. PLS-SEM research model.

Figure 3. PLS-SEM output display.

Table 1. AVE & discriminant validity

	Average Variance Extracted (AVE)	Discriminant Validity
Learning Organization	0.613	0.783
Motivation	0.579	0.761
Self-Management	0.589	0.767
Self-Monitoring	0.654	0.809

Table 2. Test results of the research hypothesis (path coefficient)

	Original Sample (O)	Sample Mean (M)	Standard Deviation (STDEV)	T Statistics (|O/STDEV|)	P Values
Learning Organization -> Motivation	0.598	0.605	0.042	14.365	0.000
Moderating Effect 1 -> Self-Management	0.101	0.100	0.036	2.774	0.006
Motivation -> Self-Management	0.583	0.594	0.076	7.639	0.000
Motivation -> Self-Monitoring	0.711	0.715	0.040	17.875	0.000
Self-Monitoring -> Self-Management	0.304	0.291	0.096	3.178	0.002

Table 3. Test results of the research hypothesis on indirect effect

	Original Sample (O)	Sample Mean (M)	Standard Deviation (STDEV)	T Statistics (|O/STDEV|)	P Values
Learning Organization -> Motivation -> Self-Management	0.348	0.360	0.057	6.099	0.000
Learning Organization -> Motivation -> Self-Monitoring -> Self-Management	0.129	0.125	0.039	3.302	0.001
Motivation -> Self-Monitoring -> Self-Management	0.216	0.206	0.063	3.429	0.001
Learning Organization -> Motivation -> Self-Monitoring	0.425	0.433	0.042	10.129	0.000

Table 4. Result Recap of the research model hypothesis

Hypothesis	Relation	T Statistic (1,96)	P Value (0,005)	Conclusion
I	There is a positive influence between learning organization and motivation	14.365	0,000	Data support the Hypothesis
II	There is a positive influence between motivation and self-management	7.639	0,000	Data support the Hypothesis
II	There is a positive influence between motivation and self-monitoring	17.875	0,000	Data support the Hypothesis
IV	Self-monitoring acts as a mediation of motivation and self-management	2.774	0.006	Data support the Hypothesis

Table 5. Research results of the indirect effect

	Original Sample (O)	Sample Mean (M)	Standard Deviation (STDEV)	T Statistics (|O/STDEV|)	P Values
Learning Organization -> Motivation -> Self-Management	0.328	0.340	0.064	5.153	0.000
Motivation -> Self-Monitoring_ -> Self-Management	0.211	0.200	0.071	2.959	0.003
Learning Organization -> Motivation -> Self-Monitoring_	0.455	0.458	0.040	11.369	0.000
Learning Organization -> Motivation -> Self-Monitoring_ -> Self-Management	0.129	0.122	0.044	2.919	0.004

Table

Variasi	Indikator	Komponen				Keterangan
		1	2	3	4
Learning Organization	LO1	0.087				Not Valid
	LO2	0.136				Not Valid
	LO3	0.062				Not Valid
	LO4	−0.041				Not Valid
	LO5	0.057				Not Valid
	LO6	0.113				Not Valid
	LO7	0.099				Not Valid
	LO8	0.129				Not Valid
	LO9	0.068				Not Valid
	LO10	0.050				Not Valid
	LO11	0.067				Not Valid
	LO12	0.056				Not Valid
	LO13	0.117				Not Valid
	LO14	0.722				Valid
	LO15	0.769				Valid
	LO16	0.780				Valid
	LO17	0.696				Valid
	LO18	0.785				Valid
	LO19	0.828				Valid
	LO20	0.845				Valid
	LO21	0.828				Valid
Motivation	LM1		0.587			Not Valid
	LM2		0.712			Valid
	LM3		0.777			Valid
	LM4		0.796			Valid
	LM5		0.782			Valid
	LM6		0.740			Valid
	LM7		0.717			Valid
	LM8		0.789			Valid
	LM9		0.770			Valid
Self Management	SMA1			0.723		Valid
	SMA2			0.822		Valid
	SMA3			0.790		Valid
	SMA4			0.817		Valid
	SMA5			0.750		Valid
	SMA6			0.703		Valid
	SMA7			0.608		Not valid
	SMA8			0.759		Valid
Self Monitoring	SMO1				0.665	Not valid
	SMO2				0.628	Not valid
	SMO3				0.615	Valid
	SMO4				0.743	Valid
	SMO5				0.765	Valid
	SMO6				0.817	Valid
	SMO7				0.824	Valid
	SMO8				0.847	Valid
	SMO9				0.851	Valid

Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103

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