FOSTERING SEFL-DIRECTED LEARNING SKILLS IN FIRST-YEAR UNIVERSITY STUDENTS THROUGH ONLINE LEARNING PLATFORMS

Abstract

In recent years, the rapid and widespread integration of digital technologies into higher education has fundamentally reshaped traditional teaching and learning environments. Conventional, teacher-centered instructional models are increasingly being supplemented or replaced by technology-enhanced approaches that emphasize learner engagement and independence. In this context, online learning platforms have emerged as essential pedagogical tools for fostering learner autonomy, particularly among first-year university students who are in the critical phase of transitioning from secondary education to the demands of academic learning. For first-year students, the ability to manage learning tasks independently is especially important, as they often encounter new academic expectations, unfamiliar learning strategies, and increased responsibility for their own progress. Previous research highlights that self-directed learning is closely associated with learners’ capacity to regulate cognitive, motivational, and behavioral aspects of their learning processes (Zimmerman, 2002). Self-regulation enables students to set goals, monitor their performance, and reflect on learning outcomes, all of which are essential skills in digital and blended learning environments.