Self-directed learning curriculum: Students’ perspectives of university learning experiences
Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students&...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Universiti Utara Malaysia Press
2020
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| Online Access: | https://repo.uum.edu.my/id/eprint/28922/1/MJLI%2017%2002%202020%20227-251.pdf |
| _version_ | 1825805888564232192 |
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| author | Mohamad Nasri, Nurfaradilla Halim, Lilia Abd Talib, Mohamad Asyraf |
| author_facet | Mohamad Nasri, Nurfaradilla Halim, Lilia Abd Talib, Mohamad Asyraf |
| author_sort | Mohamad Nasri, Nurfaradilla |
| collection | UUM |
| description | Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students' perspectives of university learning experiences, aims to shed light on the extent university ecosystems support and ensure the effectiveness of SDL implementation.
Methodology - Twenty Malaysian public university students were interviewed to obtain their views on SDL, and to explore their SDL experiences. A constructivist grounded theory approach was used to inform the methodological and analytical framework of this study. A backward-and-forward approach was used to analyze the interview data.
Findings - The findings suggest that abundant university curriculum could potentially inhibit SDL, yet majority of university students acknowledge that SDL can support their lifelong learning journey and prepare them to be skillful workers. Most research participants suggest that SDL moves beyond educator-designed learning strategies to a type of learning where freedom in learning becomes priority.
Significance - As the mastery of SDL skills is very important to ensure that the students are competent in facing real world challenges, this study suggests that for effective implementation of SDL, both students and educators should acknowledge their roles as equal learning partners. |
| first_indexed | 2024-07-04T06:39:35Z |
| format | Article |
| id | uum-28922 |
| institution | Universiti Utara Malaysia |
| language | English |
| last_indexed | 2024-07-04T06:39:35Z |
| publishDate | 2020 |
| publisher | Universiti Utara Malaysia Press |
| record_format | eprints |
| spelling | uum-289222022-10-06T00:57:02Z https://repo.uum.edu.my/id/eprint/28922/ Self-directed learning curriculum: Students’ perspectives of university learning experiences Mohamad Nasri, Nurfaradilla Halim, Lilia Abd Talib, Mohamad Asyraf LB2300 Higher Education Purpose - Self-directed learning (SDL) requires students to be active throughout their learning process by deciding and finding their own learning objectives, learning strategies and various learning opportunities as well as learning resources. This study, which investigates the university students' perspectives of university learning experiences, aims to shed light on the extent university ecosystems support and ensure the effectiveness of SDL implementation. Methodology - Twenty Malaysian public university students were interviewed to obtain their views on SDL, and to explore their SDL experiences. A constructivist grounded theory approach was used to inform the methodological and analytical framework of this study. A backward-and-forward approach was used to analyze the interview data. Findings - The findings suggest that abundant university curriculum could potentially inhibit SDL, yet majority of university students acknowledge that SDL can support their lifelong learning journey and prepare them to be skillful workers. Most research participants suggest that SDL moves beyond educator-designed learning strategies to a type of learning where freedom in learning becomes priority. Significance - As the mastery of SDL skills is very important to ensure that the students are competent in facing real world challenges, this study suggests that for effective implementation of SDL, both students and educators should acknowledge their roles as equal learning partners. Universiti Utara Malaysia Press 2020 Article PeerReviewed application/pdf en https://repo.uum.edu.my/id/eprint/28922/1/MJLI%2017%2002%202020%20227-251.pdf Mohamad Nasri, Nurfaradilla and Halim, Lilia and Abd Talib, Mohamad Asyraf (2020) Self-directed learning curriculum: Students’ perspectives of university learning experiences. Malaysian Journal of Learning and Instruction (MJLI), 17 (2). pp. 227-251. ISSN 1675-8110 https://doi.org/10.32890/mjli2020.17.2.8 |
| spellingShingle | LB2300 Higher Education Mohamad Nasri, Nurfaradilla Halim, Lilia Abd Talib, Mohamad Asyraf Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title | Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title_full | Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title_fullStr | Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title_full_unstemmed | Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title_short | Self-directed learning curriculum: Students’ perspectives of university learning experiences |
| title_sort | self directed learning curriculum students perspectives of university learning experiences |
| topic | LB2300 Higher Education |
| url | https://repo.uum.edu.my/id/eprint/28922/1/MJLI%2017%2002%202020%20227-251.pdf |
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