Self Directed Learning for 21st Century University Students - Essay Example

Self directed learning for 21st century university students. Towards the end of 20th century an approximate number of 13 million people were enrolled in distance learning programs (Hsu & Shiue). This trend is expected to increase as more adults enroll for distance learning programs than in the past. The main reason for the increase is because of competitive employment opportunities and emergence of new technologies in working environment (Ellinger 158). Therefore, needs assessment and research studies have suggested adoption of self-directed and flexible learning system (Smith and Stansfield in Ellinger 159). This change in learning system is a direct response to increased population social, economic and diversity in culture. The limitations on value of education based on traditional system arise as people’s lifestyles, interests and needs change (Hsu and Shiue). For this reasons it is vital to establish suitable education delivery systems that have no barriers adult learning activities. Likewise, there is urgent need to find ways of making learning more accessible. Availability of information, advances in new technologies like telecommunication, and self-directed learning concept will enhance accessibility to distance education system cover large geographical regions and avail learning to a large audience (Hsu and Shiue) Self-directed leaning is not just a theory in adult education but forms part of the life (Brockett and Hiemstra). Self-directed learning is a process where students take independent responsibility to initiate, examine and evaluate their education needs (Merriam and Caffarella). The individual is entitled to identify material and human learning resources, be able to formulate goals in learning, make choices on strategies necessary for learning and how they will be implemented, and be able to draw assessment and evaluation of the learning outcomes (Knowles, a 18). Because of the existing gap between tutor and student, it is necessary to design a binding learning contract. Knowles (a, 39-40) described a new alternative way of learning where process plan replaced content plan. Content plan is when specifications are given on transmission of body content while process plan specifies how the learner is able to acquire the content (Knowles, b). Learning contract is essential in self-directed learning because it offers opportunity for students to ascertain individual competency state by reflecting on their experiences that are necessary fro them to accomplish the course content successfully (Hiemstra and Sisco). Consequently, students require to design and develop a critical reflection plan in self-directed learning. This will help students to develop and learn skills and gain knowledge in a personal way that engages them in a holistic approach thus maximizing their behaviour, affection and cognitive approaches (Knowles, a). In this way students gain transferable skills needed for lifelong learning. This experience enables learners to develop of skills in self-appraisal and quick response to dynamic world problems. Gibbs designed a cyclical model toolkit to enable students critically asses self-directed learning practice (Gibbs). This can be displayed in a flow chart as shown in fig. 1. Fig.1. shows a flow chart on reflection by cyclical model. Description Action Plan Feelings Conclusion Evaluation Analysis (Gibbs). Personal attributes of students play a vital role for successfully implementation of self-directed learning. Motivation as a personal attribute enables and individual to be committed to professional or personal development, self-managed, prepared to share personal experience with others, and have conceptual abilities and set goals. Time management is another important attribute where students need to refrain from other demands and maintain a steady learning process without interference (Brockett and Hiemstra). Social interaction and discussions are encouraged as an exchange of ideas forum, however, discriminatory factors in society should be identified and avoid their effects in such relationship. In addition innovative practice, professional development, self reflection and challenges should operate within and organizational environment (Brockett and Hiemstra). However, many educators have raised questions on student readiness to adapt to self-directed learning or impact on the student’s individual ability to excel academically. In view of this challenge, students must get motivation to bridge the separation gap between them and teachers (Ellinger 165). Self-directed learning has benefits to the student and society. It is cost-effective and a convenient system for students without resources and time. From the background of this essay, it is notable that the main focus of self-directed learning concept is to bring link between student academic and working life as a continuous process of learning (Brockett and Hiemstra). Achievements for this concept aim at promoting and maintaining student capability in information gathering, formulating self reflection plans, good decision making, effective handling of change, and acquisition of attitudes and skills that would increase lifelong learning. Previous research quotes many scholars referring to knowledge as a perishable commodity that must have a continuous and life long learning. Implementation of self-directed learning at work place is a cost effective measure that increases competitiveness (Ellinger 166).According to long and Morris study in (Ellinger 167), self-directed learning has beneficial effects to both employers and employees. There is a significant gain to employees by increasing their chances of job promotion, while the organization benefits from the improved motivation and work performance which boosts production or delivery of services (Ellinger 167). Gugliemino designed a scale for assessing the student willingness for self-directed learning. This scale is a five-point score likert that has fifty eight items with eight subscales that sums up the score. The scale essentially measures adult readiness and responsibility to undertake self-directed learning activities (Gugliemo). However, success of self-directed learning will ultimately depend on the student’s creativity, self-understanding, tolerance, initiative, self-responsibility and self-concept. Consequently, construction of proper orientation program that addresses the above attributes will enable students to successfully develop learning habits (Brockett and Hiemstra). These orientation constructs should be integrated with other sessions like computer labs, research facilities, career seminars and library services (Barker et al, pp. 57-66). Conclusion This essay has highlighted benefits and challenges that students and organizations face in implementation of self-directed learning system. According to discussion, the system gives students independency from relying on teacher’s lessons and limited choice of appropriate strategies of studying and managing of their learning activities. However, the program can achieve better results if students receive appropriate instructions, clear set goals and timely reflection feedback that will facilitate their self-directed learning abilities (Malik and Shabbir 573). Works cited Barker, Felstehausen, Couch, and Henry, J. “Orientation for older and delayed-entry graduate students.” NASPA Journal. 35.1 (1997): 57-66 Brockett and Hiemstra .Self-direction in adult learning: Perspectives on theory, research, and practice. London: Routledge. (1992). Ellinger, Andrea. “The Concept of Self-directed Learning and Its Implications for Human Resource Development.” Advances in Developing Human Resources. 6. 2 (2004): 158-177. Gibbs, G. Learning by Doing: A Guide to Teaching and Learning Methods. London: Further Education Unit. (1988). Guglielmino, LM. “Reliability of the Self-Directed Learning Readiness Scale.” The adult learner: A neglected species. Ed. Knowles, MS. 4th edition. Houston, TX: Gulf. (1988). Hiemstra and Sisco Individualizing instruction: making learning personal, empowering, and successful. San Francisco: Jossey-Bass. Chapter. 8. (1990). Hsu Yu-Chiung and Ya-Ming Shiue. “The effect of Self-directed Readiness on Achievement Face-to- Face and Two-Way Distance Learning Instruction.” International Journal of Instructional Media. 32. (2005). Malik and Shabbir SM. “Perception of university students on self-directed learning through learning technology.” European Journal of Scientific Research. 24.4 (2008): 567-574 Merriam and Caffarella. Learning in adulthood. 2nd edition. San Francisco: Jossey-Bass. (1999). Knowles, MS a. Self-directed learning: A guide for learners and teachers. New York: Cambridge. (1975). Knowles, MS b. Using learning contracts. Practical approaches to individualizing and structuring learning. San Francisco: Jossey-Bass. (1986). Read More