The demand for online education is rising for working nurses because of its flexibility and accessibility, which allows them to further their studies and enhance their professional development. Self-directed learning is imperative for nurses to continue their education using the elearning approach. This study investigates gender differences in overall self-directed learning among working nurses in elearning nursing programs in Malaysia. The conceptual framework for the study is based on the concepts of the self-directed learning model. This is a cross-sectional quantitative correlational study using a multivariate analysis method. Stratified random sampling technique was employed to query 241 nursing students through an online survey. The Self-directed Learning Instrument (SDLI) was adopted to measure the dependent variables of the study. The findings of the study revealed statistically significant differences between gender and the dependent variables (p < 0.05) of learning motivation, planning and implementation, interpersonal communication, and self-monitoring. Male nurses reported higher levels of self-directed learning than females. This study highlights the important concepts of self-directed learning among online learners. The role of educators is essential to support students for self-direction in elearning education. Future studies to explore other possible determinants in elearning context are recommended