Does Self-Directed Learning Readiness Predict Undergraduate Students' Instructional Preferences?

Autor/inn/en	Justus, Brandon J.; Rusticus, Shayna A.; Stobbe, Brittney L. P.
Titel	Does Self-Directed Learning Readiness Predict Undergraduate Students' Instructional Preferences?
Quelle	In: Canadian Journal for the Scholarship of Teaching and Learning, 13 (2022) 1, Artikel 14 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-2902
Schlagwörter	Independent Study; Learning Readiness; Prediction; Undergraduate Students; Preferences; Teaching Styles; Self Management; Self Control; Multiple Regression Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Selbststudium; Lernbereitschaft; Vorhersage; Lehrstil; Unterrichtsstil; Selbstmanagement; Selbstbeherrschung; Ausland; Kanada
Abstract	Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample. (As Provided).
Anmerkungen	University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01