2

曲振

澳大利亚莫纳什大学

Introduction

The concept that I have found most interesting through this course has been self-directed learning because this past year has placed many students on this tract even if it was not the intention. Considering the extent of personal accountability in one’s education that has been necessitated, I feel that the pandemic has provided educators with a better understanding of their students’ needs while also allowing the students to explore their interests and learning styles at their own pace. However, as things become to normalize in the following term, it will be interesting to see how many of these lessons will become a part of the academic environment. Will students continue to be encouraged to plan and execute their lessons according to their interests and baseline knowledge? For adult learners, the literature indicates that this is a necessary practice given the persity of learners and what they know through life experiences and previous academic pursuits (Kohan et al., 2017). In other words, it is not possible to assert that everyone begins their education at the same place. To better explore the benefits and challenges associated with self-directed learning, this report begins with a review of four articles independently. This review will then be followed by a discussion of the themes that emerged. The report then presents the arguments through the humanistic tradition which is followed by a reflection and implications of these discoveries to practice.

Review of the Literature

A database search was conducted using the key words ‘self-directed learning adult education” with the search parameters within the last five years and in the English language. Four articles were selected with different methodologies to include a qualitative study with semi-structured interviews (Kohan et al., 2017), a quantitative survey study (Ramli et al., 2018), an observational study (Din et al., 2016), and a mixed methods study (Kranzow & Hyland, 2016). In the current review of the literature, each study will be presented and analyzed in this order to identify the themes for the discussion that will follow.

Article One

The first article for review involved a qualitative methodology with the researchers conducting semi-structured interviews with 23 post-graduate students who were virtually studying medical sciences (Kohan et al., 2017). The researchers focused their interview questions on challenges and barriers to successfully integrating self-directed learning strategies in the virtual learning environment. Notably, to ensure that the findings were not university or educator specific, the participants went to different universities in Iran. The common factor was that they were all in a MA program for medical sciences. The inclusion criteria were that they had studied at least one semester in the virtual environment and had a deep understanding of self-directed learning (Kohan et al., 2017).

Three primary themes and six sub-themes emerged from their research study. Firstly, cognitive barriers included information overload and a lack of focus on learning. Information overload was related to having too many resources available as one student stated that there were too many links available for them to process which direction to go with their learning experience. A lack of focus was related to their mind wondering making them stressed when they would get behind. The participants noted that they may find themselves on websites unrelated to the learning materials and objectives (Kohan et al., 2017). Communication barriers were found as role confusion and inadequate writing skills. For the first of these, role confusion, the researchers explained that the regulations of online learning may be ambiguous leaving the students uncertain as to what is expected of them. Inadequate writing skills was straightforward and focused on communication with the educator and classmates (Kohan et al., 2017). Educational environment barriers were defined as inadequate coping skills and heavy workload. Inadequate coping skills related to trying to shift to the online environment after having been directed in-person in previous semesters. Heavy workload, like inadequate communication skills, was straightforward as the participants noted having to improve their time management skills to adapt to the online learning environment (Kohan et al., 2017). These challenges represented areas of autonomy that are necessary in self-directed learning. Recognizing these barriers may help to inform online academic delivery and better prepare adult learners for self-directed learning platforms (Kohan et al., 2017).

Article Two

The second study identified used a LIKERT scale survey to collect census data to understand internal and external factors that indicate readiness to participate in a self-directed learning environment (Ramli et al., 2018). The researchers also focused on medical students but these participants were in their fourth year of medical school (Ramli et al., 2018). Overall, the researchers found that external factors influence internal factors which, in turn, indicates a preparedness for self-directed learning (Ramli et al., 2018). However, there was no direct relationship between the external factors and self-directed learning (Ramli et al., 2018).

The researchers found that the external factors to be significant indicators of increased internal factors. To be more specific, the external factors were family environment and academic environment (Ramli et al., 2018). Notably, the study by Kohan et al. (2017) discussed the academic environment as a potential barrier to self-directed learning which would indicate that a positive learning environment would have the opposite effect. The internal factors were more closely linked to being prepared for self-directed learning (Ramli et al., 2018). These factors included academic self-concept, motivation, and interest to learn. When these three factors were present, the students were better prepared for self-directed learning. It is important to note that, while the external factors may influence the internal factors, the latter can be identified without the former in some students which justified the assertion that external factors do not directly affect self-directed learning preparedness (Ramli et al., 2018). As such, for the purpose of the report, the researchers clarified this difference to strengthen their findings. The results of this study may help to inform educators as to how to determine if their students are able to overcome the barriers for self-directed learning to successfully navigate this learning environment.

Article Three

In this study, the researchers aimed to validate the SeDLE (Self-directed Learning Environment) Index by exploring its application in establishing self-directed learning (Din et al., 2016). The researchers identified four primary domains that determine the effectiveness of the learning environment to support students in self-directed learning to include the teaching environment, learning environment, technology, and administrative support (Din et al., 2016). These domains were further pided into sub-domains which will be further explored to identify commonalities with the themes and concepts presented in the other articles.

For the teaching environment, the researchers explained that this included the instructional processes such as the availability of resources and means of communication. The domain also included the instructor’s skills and roles and effective learning materials. The identification of roles was interesting as Kohan et al. (2017) discussed role ambiguity as being a primary challenge. The learning environment domain, as discussed by Din et al. (2016) included collaborative learning or the opportunity to share knowledge with fellow students. This could be complicated by poor writing skills as suggested by Kohan et al. (2017). Flexible learning and interaction were also included in this domain (Din et al., 2016). The technology domain involved training and availability which referred primarily to online learning (Din et al., 2016). Finally, administrative support involved organizing a variety of online and face-to-face meetings and ensuring that students have self-directed learning skills and are prepared to use them (Din et al., 2016). The last of these may also help to inform educators and students as to how to best prepare for self-directed learning as well as to determine if students have the necessary level of preparedness to pursue this academic path (Ramli et al., 2018).

Article Four

This mixed methods research study used the SeDLE (Self-directed Learning Environment) for the quantitative data and interviews with six participants for the qualitative data (Kranzow & Hyland, 2016). Quantitative data was collected at two data collection points to include the beginning and ending of the academic semester (Kranzow & Hyland, 2016). The focus of the study was to determine the effectiveness of an intentional curriculum on the adult learner’s preparedness and competence for self-directed learning (Kranzow & Hyland, 2016). The research findings supported this type of curriculum and the researchers provided insight as to how to successfully implement this strategy into the academic environment (Kranzow & Hyland, 2016). As Ramli et al. (2018) and Din et al. (2016) focused on preparedness to some degree, this article provides an additional layer of understanding in this area.

The researchers found that the students often limit themselves to the traditional learning environment feeling inadequate to take on an active role in their academic paths (Kranzow & Hyland, 2016). Administrative support was notably an important factor in the intentional curriculum just as was noted by Din et al. (2016). Another theme that emerged through this research was that the students felt more prepared for self-directed learning than indicated by their ability to define the complexities of this approach (Kranzow & Hyland, 2016). According to the researchers, it is imperative that the students are aware of their roles as self-directed students to ensure that they are able to achieve the maximum benefits from this approach to their education (Kranzow & Hyland, 2016). Again, this speaks of the importance of preparedness for self-directed learning which may not be as easy to detect as asking the students but rather may require further inquiry into their understanding of the complexities associated with this role.

Discussion of Themes

Throughout the review of the literature several themes emerged relating to the concept of self-directed learning. Many of these were consisted across the sources selected even though they each had a different methodological approach to their research. This student aimed to include these different methods because it would provide the most comprehensive assessment of the concept while still providing the opportunity for comparison as the topic was common. Additionally, this student thought that it would provide a more significant persity in the participants which proved to be true. This persity helped to establish the generalizability of the findings to a range of adult learners as this population, by its very nature, represents persity. The methodologies included a qualitative study with semi-structured interviews (Kohan et al., 2017), a quantitative survey study (Ramli et al., 2018), an observational study (Din et al., 2016), and a mixed methods study (Kranzow & Hyland, 2016). This range in methodologies provided a thorough assessment of the concept of self-directed learning.

Academic Environment

One area of consensus in the literature was the importance of the academic environment on self-directed learning. Both Ramli et al. (2018) and Kohan et al. (2017) discussed the importance of the academic environment on the student’s self-efficacy in being able to direct their own learning paths. Personally, this speaks to the ability of the student to navigate the learning environment that is so different than what is normally experienced. As a young learner, students are given the full support of the educators and directed in their studies. However, as an adult, they bring to the environment a breadth of experiences and knowledge that they may not realize will affect the way that they learn. The academic environment must be set up in such a way as to empower the students to take charge of what and how they will learn. The academic environment must support their curiosity and mitigate any distractions that will prevent them from successfully achieving their academic goals.

Role Ambiguity

Another theme that emerged through the review of the literature was the importance of explicitly explaining the role of each person involved in the curriculum. Both Kohan et al. (2017) and Din et al. (2016) discussed the complications associated with a student not understanding their role in their academic pursuits. While this also reflects the learning environment as discussed by Ramli et al. (2018) and Kohan et al. (2017), it goes into far greater detail as to how the educator must communicate with the students. If they still expect the educator to be as directive as in a traditional learning environment, then the students will not take the initiative to better manage their time and ensure that distractions are kept to a minimum. It is important to communicate with the students their role in directing their learning experience so that they can ensure that their learned knowledge is applicable to their personal and professional goals.

Preparedness

Both Ramli et al. (2018) and Kranzow and Hyland (2016) discussed the importance of ensuring that the students are prepared for self-directed learning before integrating the curriculum that is associated with this type of learning. The students cannot be expected to manage their time or direct their learning experience if they are not prepared to take on this responsibility. Most adult students have had the experience of an educator directed learning experience. They are not prepared to take on the role of directing their own academic experience without further training. This does not mean that they cannot or do not want to participate in such a curriculum. It simply means that the educator and the administration have a responsibility to ensure that the students are prepared and will achieve optimal academic achievements through this type of learning experience. For most adult learners, based on the literature, this preparedness can be achieved but it takes an active level of collaboration and communication to do so.

Reflection and Implications

In the first area of reflection, I thought about what I learned from this assignment. I already knew that self-directed learning was the process of empowering the learner to take charge of their learning experience. I already knew that it was important that the student had time management skills to ensure that their self-directed learning would be adequate. However, what I did not know was that students desire the support of the educators and administration. This information was crucial because I had previously believed that self-directed learning meant that the student was ready to take on their own academic path and no longer needed the direction of the educator. However, through the review of the literature, what was discovered was that the students still need a degree of collaboration between their fellow students, educators, and the administration. They need to feel as though they are all in this together because there is merit in self development through the social context. There is a need to feel sociable even when there is a realization that the inpidual needs to determine what and how they will learn. They are not dismissing the importance of connection but rather they are acknowledging the importance of the self. After this line of inquiry, I can state that I am more comfortable supporting self-directed learning because I do not feel that the students are losing out on socialization. Instead, they are embracing collaboration and the importance of sharing knowledge with their peers. Furthermore, they are recognizing that they have a lot to offer their peer from their own experiences and levels of knowledge.

When I considered the themes that emerged from the literature review, I somewhat feel that I might have limited the discussion. However, the three primary themes identified were very significant. Firstly, I discussed the academic environment. While this ideal might seem so basic, the reality is that the students must feel comfortable in their ability to learn. If the academic environment does not foster this sense of comfort, then the educators cannot expect that the students will be successful in their academic pursuits. Role ambiguity was another theme that caught this student off guard. I had assumed that adult learners were aware that they had choices about how their academic career would go. However, it became evident in the review of the literature that this was not always the case. Instead, what is most often experienced is that the students hold onto their early learning experiences which means that they expect the educator to be the authoritarian in their learning experience. Transitioning them from this frame of mind is essential to the ability to ensure their ability to succeed in self-directed learning. Finally, I considered the theme of preparedness when exploring the currently available literature. What was discovered was that many adults do not have the skills necessary to manage their time and remain focused on their studies in an online environment. It might be necessary to have a pre-course session as to how to leverage these concerns so that the students feel more in charge of their learning experience.

So, the next question is how this assignment will affect my practice and to a much grander degree, my role as an adult student. I have learned a lot about myself through this project. I must learn to manage my time better so that I can embrace the academic experience as the gift that it is rather than a chore that I must endure. I must recognize that I am learning because I have chosen an interest and not because an educator selected it for me. Additionally, I must know that, wherever my career takes me, there will be people learning from me and that makes me excited to a greater power than I can express. But it also makes me wonder if I am prepared to support a student who is prepared for self-directed learning. I want to ensure that I support everyone’s development. I have considered my own relationship with self -directed learning and realize that even I did not know the magnitude of its implications. I am thankful for the opportunity to explore this concept of adult education in more detail

Conclusion

In closing, the purpose of this report has been to explore the concept of self-directed learning in adult education. The report began with a review of four articles independently followed by a discussion of the themes that emerged. The themes included academic environment, role ambiguity, and preparedness. The report then presented the articles through the humanistic tradition. A reflection of this discussion led to the personal discovery that self-directed learning has more challenges than previously considered and that I must continue to develop my knowledge of solutions to these barriers to aid adult learners for preparedness through clear roles and a positive academic environment.

References

Din, N., Haron, S., & Rashid, R. M. (2016). Can Self-directed Learning Environment Improve Quality of Life?. Procedia-Social and Behavioral Sciences, 222, 219-227.

Kohan, N., Soltani Arabshahi, K., Mojtahedzadeh, R., Abbaszadeh, A., Rakhshani, T., & Emami, A. (2017). Self- directed learning barriers in a virtual environment: a qualitative study. 

Journal of advances in medical education & professionalism, 5(3), 116–123.

Kranzow, J., & Hyland, N. (2016). Self-directed learning: Developing readiness in graduate students. International Journal of Self-Directed Learning, 13(2), 1-14.

Ramli, N., Muljono, P., & Afendi, F. M. (2018). External Factors, Internal Factors and Self- Directed Learning Readiness. Journal of Education and e-Learning Research, 5(1), 37- 42.