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Quantitative analysis reveals challenges in self-directed learning and digital competencies among engineering students, suggesting a need for better resources.
This study investigates the preparedness and challenges encountered by engineering students at Universiti Teknologi MARA as they transition to online distance learning. It concentrates on three pivotal dimensions: digital competencies, self-directed learning strategies, and engagement with digital technologies. A survey of 212 students revealed substantial enthusiasm and digital proficiency, yet highlighted moderate difficulties concerning self-regulation, autonomy, and communication. Significant barriers included inadequate internet connectivity, psychological stress, and the struggle to maintain self-study routines, particularly within the context of hands-on engineering disciplines. Google Classroom emerged as the preeminent platform owing to its user-friendly interface, while WhatsApp and Telegram facilitated informal peer interactions. As online distance learning becomes integral to higher education in the post-pandemic landscape, the study advocates for institutional initiatives aimed at fostering digital equity and enhancing self-directed learning resources to bolster accessibility, communication, and participation.
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Hamid et al. (2025) studied this question.
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