The Roles of Teacher and Students in Self-directed Learning Process Through Blended Problem-Based Learning

Abstract

Self-directed learning is an important skill highlighted in the 21st century learning. Hence, developing this skill through problem-based learning (PBL) is deemed to be potentially effective. However, PBL is still not widely implemented in Malaysian classrooms. The integration of face-to-face and online learning known as blended problem-based learning (BPBL) is potentially effective in improving PBL by enhancing teacher’s and students’ roles in self-directed learning. Thus, this research aims to investigate the roles of teacher and students in the process of self-directed learning (formulating learning issues) in BPBL by using basic qualitative approach. Data was collected from observations, interviews and documents (FILA chart). By using purposive sampling, twenty-five (25) students and a teacher from a school in Johor district were selected as the sample. The students were divided into five groups. The teacher and students’ roles in two randomly selected groups were compared. The results indicated that the teacher faced difficulties in monitoring students’ progress and some students were passive in the BPBL.

ESL Students’ Readiness for Self-Directed Learning in Improving English Writing Skills

“…Malaysia aspires to become a developed nation (Bakar et al, 2020), but the country is still far from promoting self-directed learning and very dependent on rote learning in teachercentered classes (Asfar & Zainuddin, 2015;Ibrahim et al, 2017;Peen & Arshad, 2017). The traditional methods used in schools at the recent time do not encourage students to become active and independent learners.…”

“…The self-direction of the learner focuses on the desire or preference of the learner, or in other words, learning responsibility (Ibrahim et al, 2017). Peen and Arshad (2017) proposed factors that influence self-directed learning: self-effectiveness, conscientiousness, epistemological beliefs, and belief in internal control.…”

“…Therefore, the systematic introduction of self-directed learning to students at a young age would enable them to familiarize themselves with the necessary steps for a successful self-directed learning experience and strategies over time. According to Ibrahim et al (2017), students experienced a positive transformation from feeling uncertain to being confident and skillful in self-direction accompanied by the teacher's support towards the end of the journey.…”

Teaching and Instructional Design Approaches to Enhance Students’ Self‑Directed Learning in Blended Learning Environments

“…Blended learning environments are supposed to enhance students' engagement (Page, et al, 2017), to increase their motivation (López-Pérez, Pérez-López and Rodríguez-Ariza, 2011), and to improve as well their selfregulated (Barnard, et al, 2009) and self-directed learning skills (Akgunduz and Akinoglu, 2016;Uz and Uzun, 2018). All these positive impacts seem to be one of the reasons for its implementation in higher education (Kintu, Zhu and Kagambe, 2017;Ibrahim, et al, 2017). It is a widely held view that the benefits of blended learning are due to the possibilities given by technology.…”

“…(2016) and Ibrahim, et al (2017) found that researches on blended learning mostly examine the impact of technology, leaving aside the pedagogical aspect. The purpose of this study is to explore more fully this issue by analysing the effects of teaching and instructional design approaches on students' self-directed learning in a blended learning context.…”