Factors Affecting Readiness of Self-Directed Learning

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ACKNOWLEDGEMENT

I would like to express my thanks to my advisor, for his suggestions, comments, patience and understanding. Very special thanks to my parents, my father, my mother, my brother and my sister who were continuously supporting me throughout my life and leaving me free in all my decisions. I would also like to thank my colleagues for his technical support whenever I needed. I would like to thank to Department, all the university managers, teachers and students with whom I have worked.

I certify that the work presented in the dissertation is my own unless referenced

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DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

Self-directed learning has contributed to our understanding of learning by identifying an important form of adult learning and providing insights into the process of learning, challenging to define and debate the salient characteristics of adult learners and expanding the thinking about learning in formal settings. The purpose of this study is to explore learning preferences of self-directed learners. Specifically, this study aims to understand the relationship between factors including age, gender, and community setting, learner characteristics and self-directed learning readiness.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

1.1Background of the Study1

1.2Problem Statement1

1.3Research Aims and Objectives1

1.4Rationale and Significance of the Study2

1.5Definition of the term3

1.5.1Self-Directed Learning3

1.5.2Self-Directed Learning Readiness3

1.5.3Self-Directed Learning Readiness Scale4

CHAPTER 2: LITERATURE REVIEW5

2.1Self-Directedness5

2.2The Beginnings of Andragogy and Self-Directed Learning5

2.3Self-Directed Learning7

2.4Self-Directed Learning Definitions9

2.5Self-Directed Learning and Malcolm Knowles10

2.5.1Learner Characteristics and Demographics12

2.6Models of Self-Directed Learning13

2.6.1Linear Model13

2.6.2Interactive Models14

2.6.3Instructional Models19

2.7Self-Directed Learning and Age22

2.8Self-Directed Learning and Gender23

2.9Self-Directed Learning and Community Setting23

2.10Self-Directed Learners and their Learning Preferences24

2.11The Self-Directed Learning Readiness Scale24

2.12Development of a Self-Rating Scale for SDL25

CHAPTER 3: METHODOLOGY27

3.1Rationale for a Qualitative Study28

3.2Search Technique29

3.3Research Design29

3.4Additional Online searches30

3.5Reliability/Dependability30

3.6Ethical Concerns32

CHAPTER 4: DISCUSSION34

4.1Self-Directed Learning before Knowles34

4.2Self-Directed Learning after Knowles35

4.3Disadvantages of SDL36

4.4Teaching Self-Directed Learning36

4.5Systematic Review of Various Studies37

4.5.1Self-Directed Learning and Age38

4.5.2Self-Directed Learning and Gender40

4.5.3Self-Directed Learning and Community of Practice40

4.5.4Learning Preferences41

4.5.5Motivation for Learning42

4.6Measurements of SDL44

4.6.1Oddi Continuing Learning Inventory44

4.6.2Self-Directed Learning Readiness Scale45

4.7Self-Directed Learning Readiness Scale (SDLRS)47

4.7.1Criticisms of the SDLRS47

4.7.2Support for the SDLRS47

4.7.3Studies Using the SDRLS48

CHAPTER 5: CONCLUSION50

REFERENCES53

APPENDIX56

Appendix A: List of Figures56

Appendix B: List of Tables58

CHAPTER 1: INTRODUCTION

Background of the Study

Assessing learner characteristics is essential in determining learning needs. For any learning design to be effective, it must stimulate and motivate the intended audience. How can that be accomplished? The attitude of the learner toward learning most often reflects the way they would approach other life tasks—with a set of motivations, self-concepts, and personal beliefs. By helping learners perceive the meaning and relevance of new knowledge in terms of their prior knowledge and characteristics, educators can enhance learning.

Learner characteristics have a great impact on how instructional technologists approach the learner. The proposed research focuses on learner preferences and demographic patterns affecting characteristics of self-directed learning. The elements that are the focus of this research are be self-concept, learning experience, readiness to learn, orientation ...