2.0 Introduction The aim of this literature review is to inform the reader about the influential groundwork studies and the research on self-directed learning in relation to this study. This chapter is divided into two separate but closely linked parts. It begins with a detailed account of the Malaysian context in which the current study was conducted, and particular attention is paid to the Malaysian Higher Education framework and the impact of three key pieces of government documents and reports - the National Philosophy of Education (Malaysian Education Blueprint 2013 - 2025 2013), the 'nationalization ' of public universities policy (Education Act 1996), and the University and University College Act of 1971 (UUCA 1971) which not only served as the core components in establishing a culturally-responsive Malaysian Higher Education system, but which had a significant impact on the learning, teaching and assessment practices in Malaysian Higher Education institutions. The discussion then turns to the Malaysian cultural context and its impact on teaching and learning practices in general with a particular focus on the Malay - Islamic values and Malaysian – Chinese - Confucian values. The second part of this chapter focuses on the elusive concept of self-directed learning. It begins with a brief introduction to the history of self-directed learning before three important terms which are often used interchangeably with self-directed learning in the literature -
1.1 An Explanation of each of the areas of learning and how these are interdependent.
In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your
Learning, as defined by Slavin (2012), is “a change in an individual caused by experience” (p. 116). Learning can occur intentionally or unintentionally. All learning, however, is stimulated by something that is the learner (student) has encountered. As an instructor, your goal every day is to use the right stimuli to capture the student’s attention so they can absorb the knowledge you are trying to share.
I recently read in the book ‘Skills for Success’ by Stella Cottrell, that you need to take responsibility for your own learning and recognise your own learning preferences. This is a valuable thing to pick up on as being able to recognise how you learn best can help you complete a task to your best ability, and taking responsibility for you own learning rather than replying on others shows what a resourceful worker you can be. After reading this I realised the best
How teachers aid pupils in actively participating in their own learning, is discussed by David Nichol in terms of students becoming self-regulated learners. If the CFE encourages the development of such learners then 'we assume to the degree in which students can in fact regulate aspects of their thinking and learning during the learning process ' (Nicol and Macfarlane‐Dick, 2006). Therefore, teachers must monitor the orientation of learning goals, and the
M1: Assess the impact of key influences on the personal learning process on own learning -
Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. This process of thinking allows for one to learn on one’s own as “the most effective self-learners are self- regulating” (Taylor). Furthermore, numerous studies
The self-directed learning theory is when adults make their own decisions about learning. They have full control over their learning and how it will define their future. Self-directed learning lets adults have their independence in the learning process. For example, students are to do a project on any subject as long as it deals with business. This lets the adults decide what topic they want to do, how they want to put the project together, and allows
Over the 8 weeks in this class, I was able to learn in full detail unique techniques about the different learning theories. Since every individual learns differently, it is important to gain a understanding on all the different types of learning styles and struggles so that the learning environment can run as smoothly as possible and better insure academic success.
My SRL (self-regulated learning) survey suggests that I am prepared for online courses. My overall scores for Metacognition, Strategies, and Motivation were all rated high. My SRL feedback breaks down each of the three scores to a subsection, each subsection gives you detailed analysis on how you should do while attending WGU. I plan on taking the feedback from my SRL and applying to make my studying habits, testing skills, and my new motivation to excel even further in my school career.
Independent learning is that learning in which the learner, in conjunction with relevant others, can make the decisions necessary to meet the learner’s own learning needs. (Kesten, 1987, p3). Independent learning is an important aspect of student’s life. According to self-regulated learning theories identified by Zimmerman (2001),"motivation, self-awareness, key processes, social and environmental influences and acquisition of self-regulated learning "are essential factors of independent learning. This essay will cover various aspects of independent learning. Such as, what does independent learning skills imply? How independent learning can be developed in the university and how does it benefit students in higher education.
Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learned and know from experience, I have also devised a structured plan for improvement of time management and study skills.
Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016)
As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).
We are able to begin to develop abilities in self-directed-studying during our first-year in the college, to be an effective student. We will be spending a considerable time getting information and learning the continuous creation of new information, new skills due to the fast pace of change in culture and technology, and an access to info. Much with this learning will happen at our own initiative. We as a person will have the main responsibility for implementing, planning, and even appraising our learning effort. This what we should understand as self-directed learning.