Re-Thinking the Value of Learning Theories to Develop Self-Directedness in Open-Distance Students

Geduld, Bernadette

doi:10.5901/jesr.2014.v4n6p11

Cited by 4 publications

(3 citation statements)

References 29 publications

(23 reference statements)

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“…As Richards and Farrell (2016) noted, this theory is particularly relevant for beginner teachers facing challenging tasks. Geduld (2014) emphasises that the theory promotes collaborative learning and social interaction in developing self-directedness. Manning (2007) identifies SDL as a key element of adult learning theory, which includes various approaches like andragogy and experiential learning.…”

Section: Problem Statementmentioning

confidence: 99%

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Mokoena,

van Tonder

2024

IJEM

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PurposeThis paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.Design/methodology/approachThe researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.FindingsBeginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.Research limitations/implicationsThe first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.Practical implicationsThe presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.Social implicationsWe contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.Originality/valueBased on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, improve their retention rate and alleviate their teaching challenges. This study was the first research on the perceptions of the influence of mentoring on the self-directedness of beginner teachers.

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Section: Problem Statementmentioning

confidence: 99%

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Mokoena,

van Tonder

2024

IJEM

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“…It is, however, important to note that other studies have found that, in addition to the above four factors, English language proficiency (for educational institutions in which English is the language of instruction) and technological skills can also impact the success of self-directed learning approaches (Geduld, 2014, 2019; Bharuthram and Kies, 2013). This, in turn, can impact on learner satisfaction and engagement with an e-learning resource.…”

Section: Affordances Of Self-directed and Autonomous Learningmentioning

confidence: 99%

Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approach

Rossiter

Thomson²,

Fitzgerald³

2022

ITSE

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Purpose The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. Design/methodology/approach This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews. Findings Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain. Originality/value This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

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“…Students understood that they would 'do their own research', 'take responsibility for their own learning', improve their time management skills and 'learn to utilise technology better to support learning' as part of self-directed learning in blended learning. These students' comprehension of what self-directed earning entails aligns well with Geduld's (2014:16) description of self-directed learning, namely that such students can identify their own learning needs, are motivated by internal factors (such as their own learning needs and interests) and are actively engaged in interaction between lecturers and other students. Therefore, despite the fact that no emphasis was placed on self-directed learning as such in the blended module, the students had a good grasp of what it entails.…”

Section: Sub-theme 11: Students' Comprehension Of What Selfdirected mentioning

confidence: 99%

Self-directed learning research: An imperative for transforming the educational landscape

Mentz¹,

Oosthuizen²

2016

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Re-Thinking the Value of Learning Theories to Develop Self-Directedness in Open-Distance Students

Cited by 4 publications

References 29 publications

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning

Supporting university students’ learning across time and space: a from-scratch, personalised and mobile-friendly approach

Self-directed learning research: An imperative for transforming the educational landscape

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