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

150

138

Achieve Sample Expected Sample

Tools

118

20

questionaireinterview

FINDINGSDescriptive Statistics

N Sum Mean Std. Deviation

AwarenessStatistic Statistic Statistic Statistic

I identify my own learning needs 138 566 4.10 0.738

I am aware of learning attributes that society demands 138 574 4.16 0.727

I am responsible for my own learning 138 651 4.72 0.512

I am able to select the best method for my own learning 138 544 3.94 0.712

I consider lecturers as facilitators of learning rather than providing information only 138 553 4.01 1.111

I keep up to date on different learning resources available 138 500 3.62 0.830

I am responsible for identifying my areas of deficit 138 591 4.28 0.745

I am able to maintain self-motivation towards learning 138 555 4.02 0.815

I am able to plan and set my learning goals 138 551 3.99 0.750

I am able to use e-resources for my learning 138 547 3.96 0.778

I am able to manage my other commitments without disturbing to my learning 138 570 4.13 0.800

I am aware of my strengths and weaknesses 138 579 4.20 0.734

FindingsDescriptive Statistics

Learning StrategiesN Sum

Mean

Std. Deviation

I actively participate in group discussion 138 587 4.25 0.726

I find peer coaching effective 138 590 4.28 0.808

I find interactive teaching learning sessions more effective than just

listening to lectures 138 619 4.49 0.642

I try to reflect the everything that i learned and construct my own

meaning 138 528 3.83 0.871

I share my knowledge with others 138 588 4.26 0.757

I use modern educational interactive technology to improve my

knowledge 138 541 3.92 0.829

I consider learning as a lifelong process 138 553 4.01 0.884

I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations 138 518 3.75 0.919

I find assigning a task/responsibility in the teaching learning is useful138 554 4.01 0.837

I find being aware of learning outcomes of each lesson/lecture is

useful 138 510 3.70 0.851

Findings

Descriptive Statistics

N Sum Mean Std. DeviationPractices

Statistic Statistic Statistic Statistic

I try to get an understanding about the content of the lesson before the lecture 138 442 3.20 1.019

I find out more information on each lesson from the other sources rather than depending only on the knowledge gained from particular lecture

138 521 3.78 .912

I enjoy exploring information beyond the prescribed course objectives/outcomes 138 504 3.65 .964

I raise relevant question(s) in the teaching learning process 138 410 2.97 .943

I try to relate my knowledge with practice 138 550 3.99 .828

I am able to transfer my knowledge to others 138 569 4.12 .768

I use to analyse and critically reflect on new ideas, information or any learning experiences. 138 526 3.81 .788

I am trying to create something innovative from what I’m learning 138 478 3.46 .975

Factors Identified

1. Self Directedness2. Self Management3. Self Understanding4. Willingness to Student cantered5. Self-Control

Que. No

Self Directedness Value

2.2.9 I find assigning a task/responsibility in the teaching learning is useful

0.785

2.2.8 I involve in learning with the intention of broadening of my knowledge rather than focusing on examinations

0.681

2.2.10

find being aware of learning outcomes of each lesson/lecture is useful

0.676

2.1.9 I am able to plan and set my learning goals I am able 0.671

2.1.8 to maintain self-motivation towards learning 0.657

Que. No.

Self Management Value

2.2.6 I use modern educational interactive technology to improve my knowledge

0.747

2.1.10 I am able to use e-resources for my learning 0.742

2.1.6 I keep up to date on different learning resources available

0.639

2.1.1 I identify my own learning needs 0.592

Que. No.

Self Understanding Value

2.1.11 I am able to manage my other commitments without disturbing to my learn

0.765

2.1.12 I am aware of my strengths and weaknesses 0.702

2.1.7 I am responsible for identifying my areas of deficit 0.697

Que. No.

Willingness to Student cantered

Value

2.2.2 I find peer coaching effective 0.784

2.2.1 I actively participate in group discussion 0.607

2.2.3 I find interactive teaching learning sessions more effective than just listening to lectures

0.578

Que. No.Self-Control

Value2.1.3 I am responsible for my own learning 0.790

2.1.4 I am able to select the best method for my own learning

0.460

2.1.5 I consider lecturers as facilitators of learning rather than providing information only

0.783

2.2.3 I find interactive teaching learning sessions more effective than just listening to lectures

0.537

Findings

Allocated time for su-jects is not sufficient

19%

Language difficulties30%

Lack of resources16%

Poor skills and knowledge on ICT

13%

Exam pressure22%

Challenges faces

Contd.

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).

Contd.

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.

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