This study investigated the effect of the online, flipped classroom model on learners' self-directed learning using the descriptive correlation design. A total of 181 students from three public universities that applied the online flipped classroom approach participated in the study. The finds reveal that students did very well in their self-management through the online flipped classroom. They were methodical, self-disciplined, and confident in their ability to search out new information. Furthermore, they were systematic in organizing their learning activity. The students were able to access the lecture notes on their own time, which increased their understanding of the material. The synchronous aspect of the flipped classroom had a positive correlation with student desire for learning and self-control. This suggests that the more students are exposed to synchronous activities, the greater their desire for learning and their self-control in the process of learning. Therefore, synchronous experiences are essential for students to be self-controlled and for them to have a desire for learning