Williamson, Swapna Naskar (2005) The development of a self-rating scale of self-directedness in learning (SRSSDL) for students of higher education. In: What a Difference a Pedagogy Makes: Researching Lifelong Learning and Teaching, 24-26 Jun 2005, Stirling, UK. (Unpublished)

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Abstract

Self-directed learning is the key to life-long learning and has been given considerable attention by institutions of higher education across the world during the past few decades, but, in order to meet the challenges of the present complex health care environment, it is essential that more health care professionals be trained to become self-directed in their learning. There is no dearth of literature for the teachers to assess students’ readiness in self-directed learning and to assist them to become self-directed learners but very little has been discussed about the students’ perspective in this issue. Learning is an individualised process; by the same analogy students’ level of self-directedness is also individualised. Although teachers need to help students to become self-directed in their learning, it is also crucial that learners become responsible for assessing their own level of self-directedness in their learning to make them aware of their areas of deficit so they may make a conscious effort towards their self-improvement. This will give the opportunity to both teachers and students to adopt appropriate teaching-learning strategies in order to help students to become effective self-directed learners.
It is imperative that there is a means of identifying the levels of students’ learning self-directedness at entry level as well as exit level. This is a much-needed comparison, which will help quantify learners’ improved level of metacognition.
The development of this assessment tool is an attempt to gather valuable information about the actual effectiveness of self-directed learning in higher education.
Aim:
Development of a Self-Rating Scale of Self-Directedness in Learning (SRSSDL) for students of higher education.
Objectives: 1.To develop a rating scale containing a number of items reflecting
the learners’ level of self-directedness in learning.
2. To assess the content and construct validity of the items of the SRSSDL.
Methodology:
This is a developmental study using the Delphi technique in order to obtain the general consensus of experts on developing a SRSSDL. The data so obtained from a two stage Delphi will be analysed by applying descriptive statistical methods in order to establish the content and construct validity of the SRSSDL.
A pilot study will be conducted in order to establish the reliability of the SRSSDL by following a purposive, convenience sampling technique.
Findings:
The statistical summary of the panel’s responses SRSSDL will be presented by using tables and graphs. The pilot study findings will be summarised by using Cronbach’s coefficient alpha test.
Conclusion:
Students need to be aware of their partnership role in their own learning and should be made responsible for assessing their own learning needs. Responding to the SRSSDL will reveal students’ level of self-directedness indicating the specific areas to be addressed. Further, it will also have an impact on the students in making them aware of the various attributes of self-directed learning that will eventually inspire them to become self-directed and life-long learners.

Item Type:	Conference or Workshop Item (Paper)
Keywords:	Lifelong learning, self-directed learning, metacognition, individualised learning
Subjects:	Education
Depositing User:	Swapna Williamson
Date Deposited:	17 Jul 2016 00:45
Last Modified:	28 Aug 2021 07:21
URI:	https://repository.uwl.ac.uk/id/eprint/2781

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