Self-directed learning in an e-socioconstructivist learning environment / Foo Sze-Yeng
Adult learners need to equip themselves with skills to stay competitive in the changing work environment of the 21st century. The teaching and learning of adult learners ought to transition from the traditional didactic school of education to embrace self-directed and social forms of learning; wh...
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| Format: | Thesis |
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2013
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| Online Access: | http://studentsrepo.um.edu.my/5603/ http://studentsrepo.um.edu.my/5603/1/FOOSZEYENGPHA090010.pdf |
| Summary: | Adult learners need to equip themselves with skills to stay competitive in the changing
work environment of the 21st century. The teaching and learning of adult learners ought to
transition from the traditional didactic school of education to embrace self-directed and
social forms of learning; which are the capstones of continuous lifelong learning (Raidal &
Volet, 2009) and prerequisite to successful online learning (Shapley, 2000). This study
proposes a conceptual framework of a mediated activity system in developing the esocioconstructivist
learning environment (eSCLE); which is a learner-centred environment
incorporating the design of a physical and virtual learning space conducive for constructing
knowledge and building upon existing knowledge in collaboration with others. The design
of the eSCLE for self-directed learning is an attempt to promote learning that reflects the
unstructured seamless nature of lifelong self-directed learning. The activity systems and
the conditions that facilitate the development of self-directed learning in the context of a
cohort of adult learners enrolled in an Instructional Design and Development Course is
then examined. Findings from survey questionnaires, content analysis, observation and
interview reveal systemic tensions faced by learners in self-directing their learning in the
eSCLE. The conflicting situation must be managed with appropriate balance and discretion
in order to facilitate the development of self-directed learning. Web-based technology
integrated as mediating tools is able to scaffold self-directed learning in a collaborative
manner; where the functional roles of both instructor and learner-determined web tools
enable self-directed actions. This study provides methodological direction for the
development of self-directed instructional design, providing a basis for the continuation of
this line of research in future. |
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