1.1 BACKGROUND
This study is a survey on the use of educational technology to facilitate student self-directed learning in an African Private University College (APUC). Educational technology, is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources (AECT, 2004:1). Facilitating denotes helping create an environment in which learning more easily could take place. Self-Directed Learning (SDL) implies a phenomenon characterised by a proactive approach to learning, where individuals take responsibility for identifying relevant learning resources and executing strategies suitable for their learning goals (Francis and Flanigan, 2012:2).
Located in a sub-Saharan West African city, the APUC currently has three faculties, namely: Faculty of Theology and Mission (FTM); Faculty of Business Administration (FBA) and Faculty of Engineering, Science and Computing (FESAC). The APUC currently has 2871 students and 139 full-time members of staff (PUC 2013:15). The institution’s mission is to produce world-class human resource that will meet the demands of the country’s development through the dissemination of knowledge, quality learning, research and training (PUC 2008:5).
Over the years, students have become very comfortable with learning through systems that piped information to them. Students have been trained to let others present to them the information that forms the curriculum. The growing use of ICT as a conduit of instruction is transforming many of the approaches teachers and learners employ in the process of learning (Oliver 2002:3).
All undergraduate students of the APUC study Introduction to Computing. This policy dec...
... middle of paper ...
.... Stretched further, the self-directed learner is perceived as one who takes control and accepts the freedom to learn what they view as important for themselves. The degree of control the learner is willing to take over their own learning will depend on their attitudes (Wang and Kania-Gosche, 2011:67), abilities (Warburton and Volet, 2012:10) and personality characteristics (King, 2011:265).
Therefore, SDL may be defined as denoting the learner taking ownership (Ellinger, 2004:165) of, and responsibility for what, how, when and why they learn, and at their own pace, regardless of the limitations of space and time. Herod (2012:9) adds further, that in self-directed learning, the purpose of education focuses more on process (development of critical thinking skills, development as a person and citizen) than content (acquisition of subject-based knowledge/skills).
Matthew L. Sanders discusses the necessity of taking responsibility for one’s own education in a section of his book Becoming a Learner: Realizing the Opportunity of Education. In this section, Sanders explains how he initially blamed an instructor for not teaching him sufficiently and then learned that “No matter what kind of teacher you have, no matter what kind of class you are taking, if you are a learner you will set out to understand the material and create opportunities for success.” This statement is true and the concept can be applied through many methods to create success for students if they are willing to put forth effort.
Grow, G. (1991). Teaching learners to be self-directed: A stage approach. Adult Education Quarterly, 41(3), 125-149.
to be a self-directed learner (P21, 2011). All these things can be learned and taught
Autonomous learning, also called student–centered learning or flexible learning (Taylor, 2000) relates to the change in focus in the classroom from the teacher to the student (or from the teaching to the learning). This is based on a constructivist theory of learning (see How Students Learn 4) whereby each individual students constructs their own understanding based on their prior knowledge and current learning experiences (Kember, 1997).
...tion from the 1970s to the 1990s, its concept is as old as the hills. Self-directed learning refers to "a process in which an individual takes the initiative, with or without the help of others," to determine one’s learning needs, create learning goals, find resources for learning, implement strategies, and evaluate outcomes (Knowles, 1975). An estimated 70 percent of adult learning is self-directed learning (Cross 1981).
Learner’s self-concept: The second principle self-concept of the learner relates to autonomy and self-directedness of the
Brockett, R., & Hiemstra, R. (1991). Self-direction in adult learning. London and New York: Routledge. Retrieved from http://www-distance.syr.edu/sdlindex.html
At one time or another, we have all observed self-regulated learners. They approach educational tasks with confidence, diligence, and resourcefulness. Perhaps most importantly, self-regulated learners are aware when they know a fact or process a skill and when they do not. Unlike their passive classmates, self-regulated students proactively seek out information when needed and take the necessary steps to master it. When they encounter obstacles such as poor study conditions, confusing teachers, or abstruse text books, they find a way to succeed. Self- regulated learners view acquisition as a systematic and controllable process, and they accept greater responsibility for their achievement outcomes (Borkowski, Carr, Rellinger, & Pressley,
In recent years, educators, fieldwork supervisors, and managers have focused on self-directed learning rather than traditional learning where an “expert” tells an individual what to do, reads off lecture slides, and controls every aspect of the classroom. Self-directed learning is knowledge that is gained when the individual takes initiative. They identify what needs to be done, formulates goals to accomplish a given task, identify resources that may foster their learning experience, chooses and implements appropriate learning strategies, ask themselves was their goals meet, and reflects on the overall experience to gain a better understanding on what worked and what didn’t. By transforming the way individuals learn, experts hope future workers
This concept takes the responsibility from the teacher and places it with the student. This approach is in line with Merriam’s theory of Self-Directed Learning in The New Update on Adult Learning Theory. In this approach, self-directed learning is identified as a concept that believes that learning progress from childhood to adult hood. Students are self-directed and instructors are able to tailor their instructional methods to meet the needs of these students. This approach support the concept of distinguishing whose responsibility it is to learn. As stated by Weimer (2013), students will depend on teachers to identify to identify the information that needs to be learned, prescribe the learning methods, and assess how well the student has grasp the material (p. 15). The concept of learning needs to be a shared responsibility between both the teacher and the student. Self-directed learning gives the responsibility to the student with the belief that students can be responsible for learning on their own and gives the responsibility to the teacher of properly educating
Self-concept of the learner- Adult learners are naturally self- directed which means they will take ownership of what and how to learn and how to manage their time and learning.
The essential aspect of the self-directed, intrinsically motivated, active learner is discipline. These types of learners can control themselves. They do not need an instructor to make the material exciting for them to learn it, and are able to persevere in spite of obstacles. They see themselves as responsible for their thoughts, attitudes and actions. They do not see themselves as victims of their circumstances, or teachers, instead they take control of their learning process, and set goals and plan how to fulfill those goals and stick to the plan. This includes being able to manage their time. Finally, the desire to learn is another important aspect of these kinds of learners.
Self-directed learning may seem to be self-explanatory and we all probably assume we know what it is. However, there is no single, accepted definition; rather there is a confusion of terms used in various ways by different people. (Kasworm,1983; Candy, 1991; Oddi, 1987) was one of the first to articulate this confusion. (Candy, 1987) identified at least 30 different terms being used interchangeably with self-direction. He lists autodidaxy, autonomous learning, independent learning, learner-controlled/directed instruction, non-traditional learning, open learning, participatory learning, self-directed learning, self-education, self-organized learning, self-planned learning, self-responsible learning, self-study and self-teaching as examples. (Oddi, 1987) lists a “plethora of terms used in reference to the concept” and Gerstner (1992) found 20 different
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).