Self-Directed Learning at School and in Higher Education in Africa

Olivier, Jako; Wentworth, Antoinette

doi:10.1007/978-981-16-4099-5_2

Cited by 6 publications

(5 citation statements)

References 52 publications

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“…The Royal Government of Bhutan (RGoB) gave priority to the development of the education system realizing the involvement of 21 st -century learning styles [2]. Moreover, the rapidly evolving world and the changing nature of the society of life-long learning demanded the need for students to be active independent learners [3,4]. However, It was evident that Bhutanese classrooms were mostly teacheroriented settings with minimum opportunity for learners to actively participate [5,6].…”

Section: Introductionmentioning

confidence: 99%

Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Dorji,

Dorji

2023

JESBS

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The study investigated the effectiveness of implanting a Self-Directed Learning (SDL) approach in teaching Biology to grade nine students. The research was conducted in Bhutan over the course of one year, utilizing a convergent parallel mixed method design. Data were meticulously collected from a diverse group of students and teachers. This comprehensive datasets were obtained through closed-ended survey questionnaires (32 students: Experimental Group), face-to-face semi-structured interviews (5 students, 1 Biology teacher), and Content Achievement Tests (64 students: both experimental and control group). For data analysis, quantitative data were subjected to descriptive and inferential statistical analyses using Statistical Package for the Social Sciences (SPSS) software version 22, while qualitative data were analyzed thematically. The findings of this study unveiled three significant outcomes. The application of the self-directed learning approach demonstrated a substantial enhancement in students' performance in Biology compared to conventional lecture-based classroom instruction, with a mean difference of 1.81 and a P value of .02. Moreover, the marginal mean difference between post-test and delayed post-test results for the experimental group (mean difference = 0.06) indicated that self-directed learning positively impacted the knowledge retention of the learners. Gender-based analysis, however, revealed no statistically significant differences (P = .73). Thus, this study affirms that the self-directed learning approach had a positive medium effect size compared to conventional lecture-based methods, highlighting the effectiveness of the self-directed learning approach as a valuable strategy for achieving high-quality teaching outcomes and enhancing students' performance in learning Biology.

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Section: Introductionmentioning

confidence: 99%

Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Dorji,

Dorji

2023

JESBS

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“…Consolidated support views (see Figures 1-4) could allow students broader interactions in the support experience to develop their role in enhancing their success. In this way, the students optimise their development of the student self-authorship and the associated behavioural competencies (Baxter Magolda, 2008;Perez, 2019) needed for self-directed learning (Olivier & Wentworth, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The Auto-Ad analytics increase students' awareness of the potential to improve their performance by means of encouraging self-reflection on barriers and gaps and the advising to boost their CRW. Self-mediated academic support experiences in this context can position students to develop self-authorship (Baxter Magolda, 1998) in asserting responsibility for and, importantly, self-directing their learning (Olivier & Wentworth, 2021). The students can optimise their development of self-authorship and the associated behavioural competencies (Baxter Magolda, 2008;Perez, 2019) to improve engagement and positive outcomes (Soika, 2021).…”

Section: Discussionmentioning

confidence: 99%

Technology-mediated advising for student success: Exploring selfmediated academic support for undergraduate students using AutoScholar Advisor System

Khumalo,

Rawatlal,

Nnadozie

et al. 2023

pie

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This article explores the use of the AutoScholar Advisor System (Auto-Ad) to provide useful learning support analytics for self-mediated student academic support. The study is part of a pilot project for enhancing student success in a four-year undergraduate degree (BEd) programme. Adopting students’ self-authorship as an organising framework and using the Auto-Ad implemented on the learning management platform, the study involved 200 high performing undergraduate students (cum laude or summa cum laude trajectory) in a School of Education at one university. A mixed-methods approach was used to collect and analyse the data. Quantitative data were analysed based on the students’ interaction with Auto-Ad as academic learning support tool to enhance their performance through automated advising. Qualitative open-ended comments allowing in-depth insight into the students’ perceptions of their performance were also analysed. The students considered knowledge, self, and relationship to be important for achieving high performance and success. The strongest correlated factors were choice of degree, motivation, study habits, family, and relationships. Implications of these findings within the current student support systems at South African universities are discussed.

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“…The purpose of DE (or any education) is to develop students into continuing, 'inner-directed' self-acting students (Huang et al 2020;Olivier 2020Olivier , 2021Olivier and Wentworth 2021). The authors of this chapter believe that it is crucial in DE to promote a learner-centred approach in which students are seen as progressively independent, autonomous, and self-directed (Lockee 2020;Fahlman 2013).…”

Section: Self-directed Learning As a Crucial Tool In Distance Educationmentioning

confidence: 99%

Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume One)

Aluko,

Coetzee,

Maphosa

et al. 2023

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This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the first of two volumes.

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Self-Directed Learning at School and in Higher Education in Africa

Cited by 6 publications

References 52 publications

Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Self-Directed Learning Approach in Teaching Biology to Grade Nine Students

Technology-mediated advising for student success: Exploring selfmediated academic support for undergraduate students using AutoScholar Advisor System

Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume One)

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