Abstract

Introduction: One of the challenges in higher education is to train professionals capable of maintaining lifelong learning. Because of it, the incorporation of ICT through strategies that involve online learning is essential. However, the success of its implementation depends on the ability of the student to self-manage their learning process. Therefore, the aim of this study was to relate levels of self-directed learning readiness of a specialization program students at the beginning of a scientific communication course with their satisfaction with the methodology implemented and it effectiveness on developing scientific communication competencies. Materials and methods: Three instruments were applied: Fisher, King & Tague's self-directed learning readiness scale B-learning strategy satisfaction questionnaire and Self-perceived scientific communication skills questionnaire. The relation between self-directed learning readiness and the results of the other questionnaires was evaluated. Results: Positive correlations were observed between levels of willingness to learn and the dimensions of classroom activities (P<.01), interaction in face-to-face activities (P<.05) and teaching-learning activities (P<.05); between the levels of willingness to learn and the reading dimension of scientific articles (P<.01) and between the levels of self-confidence and the reading dimension of the scientific article (P<.05). Conclusions: Self-direction in learning played an important role in the implementation of the educational strategy for these particular students.