AN INQUIRY INTO THE STUDENTS’ READINESS TOWARDS SELF- DIRECTED LEARNING L.M. Kapila Bandara Faculty of Education University of Colombo.
Definitions of Term Self Directed Learning (SDL) SDL is define here as an approach where learners take the responsibility and collaborative control over their learning process with an internal motivation to achieve the expected outcomes of the given programmes or courses.
Background to the Study Being a self- directed learner has become a major requirement to be an active and productive citizen in the globalized and knowledge economy. Knowles (1975) explained that self-directed learners are proactive and take the initiative in learning rather than passively waiting to be taught as reactive learners. Therefore, in educational institutions at all levels, the development of skills and attitudes supportive of self-direction in learning is now often an integral part of their mission and goal statements.
Rationale People who take initiative in educational activities (proactive learners) seem to learn more and learn things better than they do as passive learners (Reactive learners). Learners have to learn that how to learn SDL closely related or more tunes with our natural process of psychological development where people are more independent with the maturation process of their life.
Objectives of the Study 1. Assess the students’ readiness for self-directed learning 2. Identify the issues for develop the self-directed learning environment
Methodology Survey Design Self Rating Scale – to measure students’ readiness and their attributes
Study Sample
Tools
FINDINGS Descriptive Statistics NSumMeanStd. Deviation Awareness Statistic I identify my own learning needs I am aware of learning attributes that society demands I am responsible for my own learning I am able to select the best method for my own learning I consider lecturers as facilitators of learning rather than providing information only I keep up to date on different learning resources available I am responsible for identifying my areas of deficit I am able to maintain self-motivation towards learning I am able to plan and set my learning goals I am able to use e-resources for my learning I am able to manage my other commitments without disturbing to my learning I am aware of my strengths and weaknesses
Findings Descriptive Statistics Learning Strategies NSum Mean Std. Deviation I actively participate in group discussion I find peer coaching effective I find interactive teaching learning sessions more effective than just listening to lectures I try to reflect the everything that i learned and construct my own meaning I share my knowledge with others I use modern educational interactive technology to improve my knowledge I consider learning as a lifelong process I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations I find assigning a task/responsibility in the teaching learning is useful I find being aware of learning outcomes of each lesson/lecture is useful
Findings Descriptive Statistics NSumMeanStd. Deviation Practices Statistic I try to get an understanding about the content of the lesson before the lecture I find out more information on each lesson from the other sources rather than depending only on the knowledge gained from particular lecture I enjoy exploring information beyond the prescribed course objectives/outcomes I raise relevant question(s) in the teaching learning process I try to relate my knowledge with practice I am able to transfer my knowledge to others I use to analyse and critically reflect on new ideas, information or any learning experiences I am trying to create something innovative from what I’m learning
Factors Identified 1. Self Directedness 2. Self Management 3. Self Understanding 4. Willingness to Student cantered 5. Self-Control
Que. No Self DirectednessValue 2.2.9I find assigning a task/responsibility in the teaching learning is useful I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations find being aware of learning outcomes of each lesson/lecture is useful I am able to plan and set my learning goals I am able to maintain self-motivation towards learning0.657
Que. No.Self ManagementValue 2.2.6I use modern educational interactive technology to improve my knowledge I am able to use e-resources for my learning I keep up to date on different learning resources available I identify my own learning needs0.592 Que. No.Self UnderstandingValue I am able to manage my other commitments without disturbing to my learn I am aware of my strengths and weaknesses I am responsible for identifying my areas of deficit0.697
Que. No.Willingness to Student canteredValue 2.2.2I find peer coaching effective I actively participate in group discussion I find interactive teaching learning sessions more effective than just listening to lectures Que. No. Self-Control Value 2.1.3I am responsible for my own learning I am able to select the best method for my own learning I consider lecturers as facilitators of learning rather than providing information only I find interactive teaching learning sessions more effective than just listening to lectures 0.537
Findings
Contd. TTraditional beliefs of the academics/ instructors have been a major obstacles to promote SDL in these institutions. Most members of the academics still believe that knowledge can be transmitted according to simple, linear, almost behaviouristic communication process. Most of the academics are reluctant to let go of their control of their classes because they are unsure of how they will handle themselves. Real challenge is to educate ‘traditional’ faculty to understand the benefits of employing SDL concepts into the teaching process (Hiemstra,2013).
Contd. EExamination Oriented Education System Discourage Promoting SDL Environment. Academics who attempt to promote SDL are often faced with initial resistance from some students who are very protective of their role- they expect to be lectured as a result of examination oriented education system.
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