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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&...

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Main Authors: Mohamad Nasri, Nurfaradilla, Halim, Lilia, Abd Talib, Mohamad Asyraf
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2020
Subjects:
LB2300 Higher Education
Online Access:https://repo.uum.edu.my/id/eprint/28922/1/MJLI%2017%2002%202020%20227-251.pdf
https://repo.uum.edu.my/id/eprint/28922/
https://doi.org/10.32890/mjli2020.17.2.8
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spelling my.uum.repo.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
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutional Repository
url_provider http://repo.uum.edu.my/
language English
topic LB2300 Higher Education
spellingShingle LB2300 Higher Education
Mohamad Nasri, Nurfaradilla
Halim, Lilia
Abd Talib, Mohamad Asyraf
Self-directed learning curriculum: Students’ perspectives of university learning experiences
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.
format Article
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
title Self-directed learning curriculum: Students’ perspectives of university learning experiences
title_short 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_sort self-directed learning curriculum: students’ perspectives of university learning experiences
publisher Universiti Utara Malaysia Press
publishDate 2020
url https://repo.uum.edu.my/id/eprint/28922/1/MJLI%2017%2002%202020%20227-251.pdf
https://repo.uum.edu.my/id/eprint/28922/
https://doi.org/10.32890/mjli2020.17.2.8
_version_ 1748183360344162304
score 13.211869

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