This study aims to analyze the self-directed learning abilities recognized by university students that are needed in a non-face-to-face class environment and to derive a plan to create an environment and conditions for students to demonstrate the self-directed learning ability. To do so, an online survey of university students in the region of Gangwon-do using questionnaires to measure their self-directed learning abilities from the perspective of the learning process was conducted. The responses of 357 students were analyzed using a paired-sample t-test, Borich needs assessment model, and the Locus for Focus Model. As a result, it was found that those students had a top priority for the ability to identify learning resources and manage learning in a non-face-to-face class environment. Next, it was confirmed that the students had a second-priority for choosing a learning strategy and attributing results to effort. Based on the analysis results, the study suggests the needs for support for learning spaces and smart devices, vitalization of online learning communities, provision of open learning resources, introduction of multifaceted evaluation methods, and support for individualized learning through online learning spaces, for students to demonstrate self-directed learning abilities in a non-face-to-face class environment.