Roles of Self-Directed Learning and Social Networking Sites in Lifelong Learning

Abstract

The present research examines the relationship between self-directed learning and SNS that may affect lifelong learning. In study, 170 of the respondents are Masters students and 140 are PhD students in Malaysia. The study follows a relational survey to investigate and measure the degree of relationship amongst self-directed learning, SNS and lifelong learning. The findings of the research corroborate that self-directed learning positively affects lifelong learning. SEM analysis indicates significant and positive influence of self-directed learning on SNS. SNS are a positive partial mediator between self-directed learning and lifelong learning. In conclusion, self-directed learning positively influences the lifelong learning of students, which is affected by SNS. This study implies that lectures should support preservice teachers to sharpen teachers' self-directed learning and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.

Training on the Implementation of Cooperative Learning Models as an Effort to Improve Teacher’s Performance

“…Therefore, students also understand the learning provided. According to (Salleh, et al, 2019) in the learning process students participate directly. By participating directly in this, students will understand learning.…”

Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students

“…It is crucial to note that prior empirical studies have highlighted positive association of self-directed learning with academic performance (Lounsbury et al, 2009;Zhoc and Chen, 2016;Zhoc et al, 2018), as well as lifelong learning (Salleh et al, 2019), in higher education. In their meta-analysis, Boyer et al (2014) found that self-directed learning has a positive relationship with a range of personality factors such as intrinsic motivation, internal locus of control, academic achievement and help seeking behavior.…”

“…Additionally, the shift from teacher-centred to student-centred mode of content delivery in higher education underscores the crucial role of self-directed learning in promoting individual autonomy ( Smith, 2016 ). Moreover, other related constructs to self-directed learning such as autonomous learning and lifelong learning are very vital in student retention and persistent till college graduation ( Salleh et al., 2019 ). Hence, a self-directed learner takes ownership of his learning by personally initiating, planning, regulating and evaluating learning process as well as recognising help-seeking and social interactions as recourses for learning ( Dagal and Bayindir, 2016 ; O'Shea, 2003 ).…”

“…Moreso, a student who is a self-directed learner develops attributes of willingness to perform such as achievement and mastery goals, personal motivation and high self efficacy in learning ( Jennings-Arey, 2020 ). Indeed, Salleh et al. (2019) also noted that self-awareness, learning strategies, learning activities, evaluation and social interaction skills are constructs embodied in self-directing learning.…”

Self-Directed Learning in Efl During Covid-19 Pandemic: An Analysis of Teacher’s Perceptions and Students’ Learning Autonomy

“…The study was conducted by Humaira and Hurriyah (2018) has showed by applying real self-directed learning in the learning process, the students have high motivation and confidence in the learning because most of the students could be considered as having moderate self-direction. The next study was conducted by Salleh et al (2019) has showed that self-directed learning has a good impact on the learning process, especially for life-long learning. In the other hand, autonomous learning has a similar concept with self-directed learning which is the process of constructing knowledge and roles of learners independently (Masouleh & Jooneghani, 2012).…”