Williamson, Swapna Naskar (2014) Students' engagement in learning using the Self-Rating Scale of Self-Directed Learning. In: UWL Teaching and Learning Conference 2014, 24 Jun 2014, London, UK. (Unpublished)

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Abstract

Self-Rating Scale of Self-Directed Learning (SRSSDL) is a tool used to assess students' self-directedness in learning from various disciplines in higher education institutions in several countries. This tool was used as a part of learning skills development of students studying the Foundation Degree in Health and Social Care (FdSc) Assistant Practitioner course at the University of West London. The objectives were: (i) To assist students to become more aware of their own learning progress, (ii) To evaluate the effectiveness of the SRSSDL in helping develop students' self-directed and lifelong learning skills. Most FdSc students have not studied in a formal education setting for a considerable period of time and find this challenging. Students' active engagement in own learning is a key to progress in university education. This will also promote the development of their lifelong learning skills. They require appropriate learning support to self-monitor their own progress and to develop their learning skills in order to meet the course requirements. A total of fourteen final year FdSc students used the SRSSDL tool. All of them responded to a semi-structured questionnaire and evaluated the tool being beneficial in developing their skills in becoming independent and self-directed learners. The SRSSDL scores have been useful for both students and teachers. This has helped to identify students' individual learning needs and level of self-directedness. Consequently, appropriate measures were implemented to help students becoming independent and self-directed learners instead of simply passive dependent learners.

Item Type:	Conference or Workshop Item (Paper)
Keywords:	Self-Rating Scale of Self-Directed Learning (SRSSDL), student engagement in their own learning, adult learning.
Subjects:	Education
Depositing User:	Swapna Williamson
Date Deposited:	10 Jul 2016 11:22
Last Modified:	28 Aug 2021 07:21
URI:	https://repository.uwl.ac.uk/id/eprint/2757

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