Self-directed Learning and Culture: A Study on Malay Adult Learners

Ahmad, Badli Esham; Majid, Faizah Abd

doi:10.1016/j.sbspro.2010.10.036

Cited by 35 publications

(29 citation statements)

References 7 publications

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“…In the same context, some studies in the literature emphasized that the cultural background of the nursing student is also an influencing factor in the development of SDL skills of students. Thus, Saudi culture, with its varying components, could influence nursing education to encourage or perhaps promote SDL (Ahmad & Majid 2010). The idea of self-learning has been advocated widely by educational institutions.…”

Section: Discussionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners' needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study's objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb's learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study's findings suggested that the majority of nursing students had a "Diverging" style of learning. The "self-control" subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of "self-management" and "desire for learning." However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the selfdirected learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students' enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students' learning needs effectively.

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Section: Discussionmentioning

confidence: 99%

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

AbuAssi

Alkorashy

2016

IJANS

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“…This cultural influence does not encourage the development of traits such as motivation and readiness to accept responsibility essential for the successful self-directed learner (Garrison, 1992). A study done on Malaysian students, another good example of a collectivist culture, identified that Malaysian students struggle with the development of SDLR (Ahmad & Majid, 2010). A conflict often arises in the minds of such students in adhering to their cultural values while attempting to promote their learning by developing their individualism, which is described much more explicitly by Knowles as 'a process in which the individual takes the initiative, with or without the help of others' (Knowles, 1975).…”

Section: Determinants Of Sdlrmentioning

confidence: 99%

“…The globalisation of medical education has been rapid and intensive with very few medical schools escaping the effect (Jippes & Majoor, 2011). But only a handful of studies have gone on to explore the cultural impact on the preparedness of students for self-directed learning from a cross-cultural perspective, Ahmad and Majid's appraisal was one such study, which showed that culture can strongly influence the development of self-directed learning readiness (Ahmad & Majid, 2010). A second study reporting how culture challenges self-directed learning concluded that uncertainty, tradition and hierarchy impacted on self-directed learning, thus impeding the uptake of the new learning approach (Frambach, Driessen, et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

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PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

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“…But only a handful of studies have gone on to explore the cultural impact on the preparedness of students for self-directed learning from a cross-cultural perspective, Ahmad and Majid's appraisal was one such study, which showed that culture can strongly influence the development of self-directed learning readiness (Ahmad & Majid, 2010). A second study reporting how culture challenges self-directed learning concluded that uncertainty, tradition and hierarchy impacted on self-directed learning, thus impeding the uptake of the new learning approach (Frambach, Driessen, et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

The preparedness of medical students from the Middle East for the modern curriculum: a cross-sectional study

Rashid‐Doubell

Doubell

O'Sullivan

et al. 2015

HEAd'15. Conference on Higher Education Advances

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Abstract:Aim This study aims to examine whether there were any differences in self-directed learning readiness (SDLR) between students who entered medicine with a local Bahraini schools certificate and those students who entered with an international schools certificate. ResultsWe analysed how self-management, desire for learning, self-control and total SDLR scores varied in relation to the student's previous exit award: 'A' levels (or equivalent) or Bahrain Secondary School (BSS) certificate. BSS certificate students had a significantly lower mean standardised desire for learning score (63.5) compared to those 'A' levels or equivalent (73.6; p=0.003). BSS certificate students also had a significantly lower mean total self-directed learning readiness score (192.3) compared to those with the 'A' levels and equivalent (214.5; p=0.015). When we controlled for all the other factors, secondary school award certificate was the only independent predictor of self-control (standardised beta 0.4; p=0.02) and SDLR (standardised beta 0.36; p=0.043). ConclusionSelf-directed learning is a key skill in the modern curriculum. Students who exit with a local Middle Eastern secondary school certificate are finding it difficult to prepare themselves for independent learning in medical school. This poses a challenge for institutions bringing a more active-learning type of curriculum to the Middle East.

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Self-directed Learning and Culture: A Study on Malay Adult Learners

Cited by 35 publications

References 7 publications

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

HEAd'15 - International Conference on Higher Education Advances - Proceedings

The preparedness of medical students from the Middle East for the modern curriculum: a cross-sectional study

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