Self-paced Learning among Undergraduates: Exploring the Relationship between ICT Utilization and Motivation, Mastery, and Subjective Norm

Abstract

In this digital era, Information and Communication Technology (ICT) has allowed students to design learning at their own pace. For that reason, this study aims to explore the relationship between ICT utilization and motivation, mastery and subjective norm for self- paced learning among undergraduate students. This research was carried out using the quantitative approach. There were 60 undergraduate students who participated in the survey. Findings from this study show a significant positive correlation between ICT utilization and motivation (r = .27), mastery (r = .36) and subjective norm (r = .34) for self-paced learning among undergraduates. Findings suggest that mastery followed by subjective norm and motivation need to be emphasized in tertiary education to maximize the impact of ICT on students' self-paced learning.