Student Experiences in Developing Self-Directed Learning within Technology-Based Learning Systems in Higher Education

Esther Hesline Palandi; Maria Joana Baptista Barbosa; Bakri

doi:10.55927/fjst.v5i5.63

Authors

Esther Hesline Palandi Malang State Polytechnic
Maria Joana Baptista Barbosa Department of Animal Health, Faculty of Agriculture, National University of Timor Loro’sae, Dili
Bakri STAI Darul Qalam, Tangerang

DOI:

https://doi.org/10.55927/fjst.v5i5.63

Keywords:

Self-Directed Learning, Higher Education, Learning Technology, Student Experience, Phenomenology.

Abstract

Digital transformation in higher education requires students to have high learning independence, but technology-based learning systems also have the potential to create algorithmic dependency that reduces intellectual autonomy. This research aims to explore students' experiences in developing self-directed learning (SDL) in a digital environment. The research uses a qualitative approach with a hermeneutic phenomenological design through in-depth interviews with 15 purposively selected final year students. Data were analyzed using NVivo 14-assisted thematic analysis. The results of the study identified three typologies of student adaptation, namely Proactive Navigators, Adaptive Followers, and Passive Recipients. The findings suggest that overly prescriptive technological systems can trigger pedagogical alienation and lower the quality of learning autonomy. In addition, the strategy of "planned digital detoxification" was found to be an important mechanism in maintaining students' cognitive depth. This study concludes that the success of SDL is determined by the balance between technology system support and independent exploration space

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