Options
Exploring adult learners’ self-directed learning and satisfaction in blended synchronous learning environments
Author
Tay, Amos Zhiqiang
Supervisor
Quek, Choon Lang
Abstract
This survey study seeks to investigate adult learners’ self-directed learning in the blended synchronous learning environment. The learning environment incorporates face-to-face and synchronous online technologies. Three PRO-SDLS surveys were administered to 16 participants enrolled in a Master programme course to measure the self-directedness of the adult learners. Quantitative data comprised of 5-point Likert Scale responses from the participants. Descriptive statistics revealed that there was an overall decrease in the mean score for all the four PRO- SDL factors from Survey 1 to Survey 3. It was also shown that motivation obtained the highest mean score while initiative had the lowest mean scores across the three surveys. However, findings from the qualitative data analysis revealed that motivation had the highest frequency of occurrence while self-efficacy had the lowest. A priori coding of the open-ended responses from the PRO-SDLS surveys revealed indicators of each PRO- SDL factor. These indicators were analyzed and further discussed using the researcher’s inferences supported by literature. Field notes by the researcher were analyzed to provide authentic descriptions that led to deeper insights into these indicators of the PRO-SDL factors. The different sources of data seek to provide a more comprehensive understanding of how adult learners enact self-directed learning in the BSLE. Implications and limitations of the study were discussed.
Date Issued
2018
Call Number
LC5215 Tay
Date Submitted
2018