1. AN INQUIRY INTO THE STUDENTS’ READINESS TOWARDS SELF- DIRECTED LEARNING L.M. Kapila Bandara Faculty of Education University of Colombo.

2. 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.

3. 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.

4. 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.

5. Objectives of the Study 1. Assess the students’ readiness for self-directed learning 2. Identify the issues for develop the self-directed learning environment

6. Methodology  Survey Design  Self Rating Scale – to measure students’ readiness and their attributes

7. Study Sample

8. Tools

9. FINDINGS Descriptive Statistics NSumMeanStd. Deviation Awareness Statistic I identify my own learning needs 1385664.100.738 I am aware of learning attributes that society demands 1385744.160.727 I am responsible for my own learning 1386514.720.512 I am able to select the best method for my own learning 1385443.940.712 I consider lecturers as facilitators of learning rather than providing information only 1385534.011.111 I keep up to date on different learning resources available 1385003.620.830 I am responsible for identifying my areas of deficit 1385914.280.745 I am able to maintain self-motivation towards learning 1385554.020.815 I am able to plan and set my learning goals 1385513.990.750 I am able to use e-resources for my learning 1385473.960.778 I am able to manage my other commitments without disturbing to my learning 1385704.130.800 I am aware of my strengths and weaknesses 1385794.200.734

10. Findings Descriptive Statistics Learning Strategies NSum Mean Std. Deviation I actively participate in group discussion 1385874.250.726 I find peer coaching effective 1385904.280.808 I find interactive teaching learning sessions more effective than just listening to lectures 1386194.490.642 I try to reflect the everything that i learned and construct my own meaning 1385283.830.871 I share my knowledge with others 1385884.260.757 I use modern educational interactive technology to improve my knowledge 1385413.920.829 I consider learning as a lifelong process 1385534.010.884 I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations 1385183.750.919 I find assigning a task/responsibility in the teaching learning is useful 1385544.010.837 I find being aware of learning outcomes of each lesson/lecture is useful 1385103.700.851

11. Findings Descriptive Statistics NSumMeanStd. Deviation Practices Statistic I try to get an understanding about the content of the lesson before the lecture 1384423.201.019 I find out more information on each lesson from the other sources rather than depending only on the knowledge gained from particular lecture 1385213.78.912 I enjoy exploring information beyond the prescribed course objectives/outcomes 1385043.65.964 I raise relevant question(s) in the teaching learning process 1384102.97.943 I try to relate my knowledge with practice 1385503.99.828 I am able to transfer my knowledge to others 1385694.12.768 I use to analyse and critically reflect on new ideas, information or any learning experiences. 1385263.81.788 I am trying to create something innovative from what I’m learning 1384783.46.975

12. Factors Identified 1. Self Directedness 2. Self Management 3. Self Understanding 4. Willingness to Student cantered 5. Self-Control

13. Que. No Self DirectednessValue 2.2.9I find assigning a task/responsibility in the teaching learning is useful0.785 2.2.8I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations 0.681 2.2.10find being aware of learning outcomes of each lesson/lecture is useful0.676 2.1.9I am able to plan and set my learning goals I am able0.671 2.1.8to maintain self-motivation towards learning0.657

14. Que. No.Self ManagementValue 2.2.6I use modern educational interactive technology to improve my knowledge 0.747 2.1.10I am able to use e-resources for my learning0.742 2.1.6I keep up to date on different learning resources available0.639 2.1.1I identify my own learning needs0.592 Que. No.Self UnderstandingValue 2.1.11I am able to manage my other commitments without disturbing to my learn 0.765 2.1.12I am aware of my strengths and weaknesses0.702 2.1.7I am responsible for identifying my areas of deficit0.697

15. Que. No.Willingness to Student canteredValue 2.2.2I find peer coaching effective0.784 2.2.1I actively participate in group discussion0.607 2.2.3I find interactive teaching learning sessions more effective than just listening to lectures 0.578 Que. No. Self-Control Value 2.1.3I am responsible for my own learning0.790 2.1.4 I am able to select the best method for my own learning0.460 2.1.5I consider lecturers as facilitators of learning rather than providing information only 0.783 2.2.3I find interactive teaching learning sessions more effective than just listening to lectures 0.537

16. Findings

17. Contd. TTraditional 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).

18. Contd. EExamination 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.

19. Recommendations

20. THANK YOU