Adult Participation in Self-Directed Learning Programs

Abstract

This paper attempts to explain the various concepts related to self-directed learning and also the various theories and models regarding adult participation and also non-participation in self-directed learning programs. Because of the extensive amount of previous literature and research findings dealing with self-directed learning, it is necessary to synthesize the relevant literature so that it can be useful as a basis for this and also for further research in this field. Conceptualization of self-directed learning will be reviewed in the wider and broader perspective. Also reviewed will be the development of self-directed learning, the definitions and characteristics of self-directed learning. Different conceptualization and factors contributing to adult participation in self-directed learning will be touched. In order to design an instrument and to develop a conceptual model, which adequately reflects those factors that have been reasonably determined to be relevant, it is felt that there was a need to identify those variables or factors, reported in earlier studies, which have been found to be significantly associated with adult participation in self-directed learning.

Assessment of Quo and Desirable Status of Adult Education Curricula in Elementary and Post-elementary Education

“…Learning strategies derived from educational foundations can consist of helping learners to express their expectations, identify their needs, identify problems, and facilitate material conditions conducive to interactive and participatory learning and learning. Abdullah [25] also introduces the most important factor in the adult education curriculum in the selfdirected learning model to fit goals, content with educational needs. He puts forward the underlying hypothesis of a selfguided learning model; if the curriculum is tailored to learners' abilities, needs, and motivations, it leads the learner to self-directed and effective learning.…”

Examining engineering students’ participation in entrepreneurship education programs: implications for practice

“…In this study, we use an adaptation of Cross's Chain-of-Response (COR) model of participation in adult learning (Cross, 1981), specific to entrepreneurship education, as our conceptual framework (Shekhar et al, 2018). Exploration of participation in EEPs in the context of adult learning theory is critical, as adult participation theory acknowledges a developmental difference in adult learning (Abdullah et al, 2008;Neck & Corbett, 2018). As individuals mature, they become more self-directed in seeking learning opportunities (Knowles, 1980).…”

Psychosocial and Economic Variables as Correlates of Adults’ Participation into Sandwich Educational Programs in Osun State, Nigeria

“…In another development, Abdullah et al (2009) disaggregate barriers to participate in educational program into situational, institutional and dispositional. Situational barriers entail those that arise from one's situation at a given time such as lack of time, lack of money and lack of childcare, institutional barriers encompass those practices and procedures that exclude or discourage adults from participating in learning activities such as poor organization, facilities, schedule, location, cost, ownership among others, while dispositional barriers contain those related to attitudes and self-perceptions about oneself as a learner.…”